“n Wir 
Mi 


FRONTISPIECE 


THE LISTENER. | 


Fee) 
ie 


At 


The dog had lifted the bed-clothes with his nose, and discovered the 
naughty girl.’’—p, 82, . 


ds 


THE 


CHILD’S GUIDE: 


COMPRISING 


FAMILIAR LESSONS, - 


6 DESIGNED TO AID IN 


"CORRECT READING, SPELLING, DEFINING, 
THINKING AND ACTING, ie 


STEREOTYPE EDITION.. 


— Springteld: 
PUBLISHED BY G. AND C. MERRIAM. 
1835. 


Entered according to the Act of Congress, in the year 1833, 
BY GEORGE MERRIAM, 
fn the Clerk’s Office of the District Court of Massachusetts. 


Ree’ 


PREFACE. 


Ir is the design of the compiler of this little volume to present a se- 
lection of lessons of such a character as shall be pleasing to children, 
assist them in learning to read, spell, and define correctly, and induce a 
habit of reading for ideas. Jt has also been a leading object, so to adapt 
and apply the lessons, as to exert the best possible moral influence. 

In using the work, when a class is called on to read, let them in the 
first place spell and define the most difficult words in the lesson, When 
a word is spelled incorrectly, let it be put to another scholar; and when 
properly spelled, let the whole class spell it together, keeping time with 
each other, 

While a class is reading, the closest attention should be given by each 
scholar; and if any one pronounces a word improperly, let the others 
correct him; and the one who does it most promptly should be com- 
mended. If any scholar reads with a monotonous tone, not placing the 
emphasis properly, let the next read the same sentence; if not read 
well by him, let another take it; and if none of the scholars appear 
likely to do the sentence justice, the teacher should read it himself; then 
let the scholars read it after him, and in general they will readily imitate 
his manner. It is certainly much better that a class should spend fif- 
teen minutes in learning to read one sentence with propriety, than that 
they should go over a whole lesson in the same time, without making 
any improvement. 

A great fault in the reading of many children, and many adults, is, a 
habit of pronouncing the words in an indistinct and hurried manner. 
To prevent or cure this habit, let the pupil be required frequently to 
read short sentences as slowly and distinctly as possible. Xe 

One mode here adopted of teaching definitions is, requiring the yenie 
to tell the opposite of words. This exercise has always been found pro- 
fitable and gratifying to children. Some of the most difficult words have 
the definitions given. In reciting these, the teacher should occasionally | 
wepeat a definition, and require the pupil to supply the word which it 

efines. 

A few of the questions at the end of the lessons are designed to assist 
in conveying definite ideas of words whigh have occurred. In answer: 
ing these, the scholar will apply many of those words which are, and 
others which are not, defined in this book,—frequently in a different 
connection from that in which they are used in the lesson, though al- 
ways with the same meaning. It is thought that one definition of a ~ 
word is usually sufficient to be learned by a young scholar at once. Ta ~ 
attempt to make a child understand arid remember half a dozen different 
definitions of the same word, is worse than useless. If a taste, for read- 
ing is formed, the pupil will acquire a knowledge of the different mean- 
ings of a word, by seeing it used to express different ideas, » Few peo- 

1* ae 


: 
Bisse 


VI PREFACE. 


ple owé their knowledge of common English words to having committed 
numerous definitions to memory. ; 

A part of the questions are designed as examples of the manner in 
which the teacher should draw from every lesson and every occurrence, 
such practical instructions as they may suggest. Let itnot be forgotten, 
that ‘‘knowledge is power’’ to do mischief as well as to do good; and 
that the child’s future usefulness and happiness depend less on the 
intellectual than on the moral culture of which he is the subject; and 
that consequently every instructor is under the most imperious obliga- 
tions to inculcate and cherish correct moral principles. 

This may sometimes be done with happy success by dwelling on traits 
of character developed in a lesson. The little pupils should be led to 
contrast those who exhibit benevolent and amiable feelings with those 
who manifest opposite dispositions. This will often produce permanent 
impressions of the most salutary kind. 

Too great pains cannot be taken to prevdlllithe formation of a “habit 
of reading without thinking. Scarcely any thing can be a greater ob- 
stacle to the acquisition of sound and useful knowledge, and of vigorous 
habits of investigation. If these are not acquired, the mind will general- 
ly become a prey to frivolity and intellectual idleness: and it is well if it 
~ do not also resign itself to low pursuits and sensual indulgence.’?* 

_To prevent the pupils from acquiring this habit, they should be ques- 
tioned as to the subject of each lesson, whether questions are annexed to 
itor not. And if they have not retained the most prominent thoughts, 
they should read the same lesson again. ; 

The printed questions may be varied, or a part of them omitted, at the 
discretion of the teacher. It is hoped, however, that the teacher’s dis- 
cretion will usually suggest many additional questions and practical 
remarks, ‘ 

In asking the questions, it may be well frequently to put them to a 
whole class, letting those answer who can do it most readily. At other 
times, the questions should be proposed to all the members of the class in 
turn, that none may pass unobserved if inattentive.—It is not, however, 
to be expected that correct answers will always be given; the teacher 
should make the best of those that are imperfect, and not hastily or 
harshly find fault with the pupil. 

The teacher should know the dimensions of the school-room, in order 
to have a standard by which to give the pupils correct ideas of the size 
of animals, &c. He should at all times use unwearied exertions to give 
the school exercises as much variety as possible, and to render them in- 
teresting to the pupils. For, ‘let scholastics declaim as they may, if 
children are to receive instruction to advantage, it must be given in a 
pleasing form,’? 

But few of the pieces selected for this volume have appeared in any 
former school-book. gt 


* BABINGTON. 


= . 


GON TEN TS. 


Page 

How Scholars should read, ........-. i era ae 
Scholars should understand what they read,........ 10 
The Girl who ate toomuch,....... Simple Stories. 11 
Bittio Charlie, Bam sys 6a «4 verve, ee ib. 14 
The little Girl who was kind to others,. ........ ib. 15 
The little Girl who.told Lies; .. . . . « is oes Pee as & 
The Idle Boy who became a Good Boy,. . Mrs. Barbauld. 20 
About heme neat, dycns wets! in. “su « elbgteyiia pawns mG 21 
Mary and her Rid yo. fo)... 6 Evenings at Home. 23 
Mary aiid Saraliy, cme sy alia! ase )iqiiataeil Rational Guide. 26 
<gek ond, Greieicterare cys)... sc one Cardell. 28 
The Old Man and Little Peter,. ...... Mey: a AAD Le 
More about Little Peter, <..\,0... + <ccueleenatte! mire ib. 34 
Datttle Harrys ota oi osti ach deseo Infant Lessons. 36 
More about Little Harry, ........ AME oy ately e ib. 40 
aio Pelicdaie Sih ans oe +) «5: ye i ainy) ate 42 
Dean VVISOW, «ies 5) ca.) vee of Rae Cardell, 44 
mrore, bout Isaac, Wilson, <.". "i. seeds wane 2678 secs ib. 46 
Me little Philosopher, © 2.00. .9m Evenings at Home. 49 
The little Girl who was cross, . . . . Juvenile Miscellany. 53 
More about the Girl who was cross, ......... ib. 56 
The Way never to cry,... o.. : Wie Familiar Tales. 58 
The Girl who swaliowed fruit-stones,. Stories for Emma. 62 
The Meaperd,.. . 25.) scuut. Comstock’s Natural History. 64 
Anecdates of the Leopardyy. °... saat s+ 8 ib. 66 
How to make the best of it, ..... Evenings at Home. 69 
‘The Dtgieeasser,:\\ x; tae. oh agama a's KFuintliar Tales. 71 
The Man whe was hospitable,) jee ie) eas een. 8 76 
The Hog and other Animals,. . ... Evenings at Home. 78 
‘Thedistener, ° <2), Seah hs) ae ca Stories for Adelaide. 80 
Letter from a Lad at sea to his M@gher,. .... Cardell. 84 
Letter from the Same to his Brother, ....... +. 7D 86. 
RIC AY Me Linaen hs oa BAS ea ale alg Pe Mrs. Trimmer. 89 
ihe Ostrich; 266 yh ywee ss poe « o Nouth se iemend eo ie. 
Love and Duty to Parents,. . . Hymns for Infant Minds. 93 
The Chestnut Burr, ... 2... . Youth’s Comp mio 94 
What the Chestnut Burr is for, . . 2... 2... . 0. 97 
The two Pear "Mages... . «snub Familiar Tales. 100 

— tetas. AK yee 


$ 


vill CONTENTS. 


The Way to find out Pride, . . Hymns for Infant Minds. 
The little Apple Tree,....... Youth’s Companion. 
The twagsooks,'.j.. 2. sis i ». . . « Rational Guide, 
The Bindkberry Chirk, |. (nt We at dies ik a in 
What the ee Girl learned at Churches . 3.6. 
How to behave at Meeting, » 2.2... 6 wes eee 
tne littlessm,. . . 5. '» \. « + + +» Youth’s Companion. 
WRC LACS,” 8) ule oO ee ane Child’s Magazine. 
The idle School Boy, ....... Juvenile Miscellany. 
The little Beggars, .. 2 - s+ eee sees fale > «ih 40. 
There is nothing like Trying,. .........-.-. ib. 
a ig SA othe pou ae eee Comstock. 
The Conceited BOW) 6 sls pgm aie Vo) eee Mrs. Sherwood. 
The Conceited Boy’s Troubles,...%..... ay 
PEt OE PT Eh yo ie a sliieBi wu a Juvenile Magazine. 
Tortie i viaates’ bib eee te hee Juvenile Miscellany. 
Euitsle (Pysentss~acain, .) 0 oe! ato, ee ee 3 1b. 
The Rhinoceros, 6 ele Minha eel tate o's ats Sem Comstock, 
Anecdotes of the Rhinoceros, . ..'.55 4... 5 es 6 ib. 
DUES EROUEGY, 14's so! ys ta Wetle 'hi6 ms tee ehh ean 3 

ee eo. Ot ae Oe eeneiaagls No1 Comstock. 
The Ten Commandments, AAO DIR os ody oot Bible. 


A Talk about the Ten Commandments, Youth’s Compan. 
Bbowp Colunibirey 6. Se yt oe NS eer 


The American Revolution,. ......... Cardell. 


More about the Revolutiony j! 6) 02465 ee ela sates 


Improper Sentences corrected, . .'. . Child’s Assistant. 


dts, 


THE 


Ce aes GU LsES 


LESSON I. 
HOW SCHOLARS SHOULD READ. 


Tue first thing little boys and girls should think 
of, when they begin to read, is, whether what they 
read can be plainly heard by every one in the room. 
You know, children, that you may be heard, and 
yet not be plainly heard. 

I have known some children read in such a way, 
that when I was sitting at the other side of the 
room, their voices sounded much like the buzz of 
a humble-bee, and | could not tell what they were 
reading about. 

I suppose your teacher has read the preface to 
this book; and if so, I think you will be taught to 
read very distinctly. Distinctly means plainly. 
Now you cannot do this, unless you read slowly. 
When J used to go to school, I found these dines in 
my book :— 

“ Learn to speak slow ; all other graces 
Will follow in their proper places.” iy 


1 am sure that no one can ead pi es tia Uvety 


well, eet 
We mm 


10 THE CHILD’S GUIDE. 


The nezt thing in reading is, to place the em- 
phasis on the right words. Perhaps you do not 
know what emphasis means. I will tell you. When 
you place the emphasis on a word, you speak it 
more strongly than the other words. 

If you were sent to the door, to call a boy whose 
name was James, perhaps you would say, “ James, 
the teacher says you must come 7m.” Here you 
would place the emphasis on the words James and 
az. ‘Che words on which the emphasis is placed, 
are called the emphatical words. Most of the em- 
phatical words in this book are printed in Italics, 
like the words James and 2x. 

One thing more | wish you to remember; and 
that is, to notice the stops. At a comma, you should 
make quite a short stop: not longer than you 
would be in speaking the word—and. At a semi- 
colon, or a colon, you should stop a little longer 
than at a comma ; and at a period, longer still. 

You will not often find a book, in which all the 
stops are just as they showld be ; you should there- 
fore make the same stops when you read, as when 
you talk. You should also speak your words, when 
reading, as when talking. | 


LESSON II. 
SCHOLARS SHOULD UNDERSTAND WHAT THEY READ. 


Thope every scholar, who uses this book, will 
try to understand what he reads. The hardest 
words in many of these lessons. are defined at the 


yf 


THE CHILD’S GUIDE. 1] 


beginning of them. To define a word is to tell 
what it means. 

You will also find words at the beginning of 
some lessons, which you are to define, by naming 
words which have a meaning ezactly opposite. 

I suppose your teacher will question you, when 
you have read a lesson throwgh, as to what it is 
about. Some of the lessons have questions printed 
at the end. 

It will do you little, or no good, to read any thing 
of which you do not know the meaning. I have 
known some boys and girls, who were so foolish 
as to wish to read in the oldest class in school, in 
hard reading, who yet could not read a very sim- 
ple story, as it owght to be read. 

Now don’t’you think a scholar appears very 
much like a dunce, who thinks he ought to read in 
difficult lessons, written perhaps by Milton, and 
other great poets, before he knows any thing about 
the words they use? I hope you will never be 
guilty of such folly. 

Your teacher may sometimes think it best, that 
you should read over the same lesson, two or three 
times. You ought not to have a zew lesson, till 
you can spell all the words in the old one, and tell 
what the lesson is about. 


eran eee 


LESSON II. 
THE GIRL WHO ATE TOO MUCH. 


Bess was a fine erik of eight years old, Who 
could run, and gump, and play, for, hours. She . 


12 THE CHILD’S GUIDE. 


was strong and well, and might have been so for a 
long time, if she had been good, and done as she 
was bid. But she was too fond of cakes, and 
would eat all she could find ; and she would eat 
fruit that was not ripe. 

Her mother bid her not to eat so much, or some 
day she would be made sick by the trash she put 
down her throat; but Bess would not ménd her. 
So one day she became very sick, and was put to 
bed, and she had pills to take, which she did not 
like. 

She was sick eight long days, and lay in Jed all 
that time ina dark room. She had such a pain 
in her head, that she could not bear to see the ight, 
or hear the dzrds sing. When she got up at last, 
she could not stand or walk, she was so weak. 
She could not run, or jump, or play, for a long 
time; nor could she run in the fields, or eat rzpe 
fruit with the good boys and girls. 

But while she was 2/, and could not sleep at 
night, she thought a great deal; and she found 
that those who told her not to eat too Much were 
good friends to her, and that she had done wrong 
not to mind them. 

When Bess was quite well, she took great care 
about what she ate, and to do all that she was b2d 
to do: so she grew st79ng, and was soon able to 
walk and run again. 


What was Bess too fond of? What would she eat? 
Was she sick? How long? What did she think of while 
she was sick? Bais ; 


> 


THE CHILD’S GUIDE. 13 


THE GREEDY GIRL. 


c 


WR a yp 


“ Her iniaitiee bid her not to eat so much,—but ids would not mind 
her.’’—p. 12. 


LITTLE CHARLES. 


14 THE CHILD'S GULDE. 


LESSON IY. 


DEFINITIONS. 


Weak, not strong. 
impudent, saucy. 
Fierce, furious, cruel. 
Prints. pictures. 


What is the opposite of Sick? Of Tall? Of 
Hard? First? Down ? 


LITTLE CHARLES. 


Charles was eight years old, and did not know 
how to read or write ; this would have been a great 
. shame, had it been quite his own fault ; but it was 
‘not. His old aunt, in whose house he was, lay 
sick in ded more than half the year, and was too 
weak to teach him; nor did she send him to school, 
till her maid, Grace, told her that he was grown so 
impudent that she could not dear him. 

Then his aunt told Grace to take the boy out 
with her, and leave him at school. The jfirst day 
he went with good wll ; but when he was there, 
and found what he had to do, he did not dzkeit. So 
the next day, when Grace put on her cloak to go 
with him, he said, “I will not go to school; I will 
play with the cat at home.” 

Grace said, “ You must go,” and took his hand. 
But he gave hera hard slap, and said, “ No, I 
won't.” So Grace said no more, but went out of 
the room, and soon came back with a great, tall, 


THE CHILD’S GUIDE. 15 


strong man,sto whom she said “ take up that child 
and come with me.’ 

The man did as he was bed ; and Charles did 
not dare to strike him, for he hada fierce look and 
a large stick. So Charles was brought to school 
in the man’s arms ; and it made all the boys laugh 
to see him put down on the floor like a bag of 
corn. 

Grace said it was the way he should go the neat 
day, if he was not a good doy. Charles saw there 
was no help for him, so he thought it best to do at 
once what he was ézd. 

At last he found out it was a good thing to 
go to school and learn; for his poor old aunt was 
so glad, when she heard he could sped/ and read, 
that she gave him do0ks with prints in them, of 
men, and beasts, and birds, and trees. 

When Charles had got so far that he could write 
and cipher, his aunt was so kind as to buy a horse 
for him to ride in the fields, and up and down the 
hills that were near her house. So he found it 
was well for him to do as his aunt wished to have 
him. 


LESSON V. 
THE LITTLE GIRL WHO WAS KIND TO OTHERS. 


Ann was a child of five years old, tito was good 
and kind to all. The girls who went to 

with her were fond of her; and the beasts a 
birds around the house would come when they he H 
ther voice. All the fowls inthe yard Cae 


school 


16 THE CHILD’S GUIDE. 
her as soon as they saw her: and she was glad 
when she got leave to feed them. 

One day when she came home from school she 
met her mother, who gave her a cake; and as it 
was a fine day she went to the field at the back of 
the house to eat it. 

She had just sat down by the fence, when a poor 
thin dog came to look at her; she gave him a 
small bit of her cake, and saw him eat it and wag 
his tad. Then an old man came out of a poor 
hut to call-the dog; and Ann saw that he too was 
thin, and pale, and sick. 

So she gave him a large piece of her cake ; and 
he said, “ Thank you, good child !” and ate it, and 
told her that it did him good. The old man and 
his dog then went back to the hut, and Ann ate the 
small bit of cake that was /eft, and felt much 
better than if she had eaten the whole. 

Yet she was fond of cakes ; and I am not sure, 
if the old man and his dog had been fat and strong, 
that she would have thought of giving them a dz¢, 
as they did not ask for it; but she saw that they 
were in great want, which put her in mind to share 
with them. 

It was not long before Ann had another cake. 
As soon as she had got it, she went to look for the 
old man and his dog, but could not find them; 
and she meta boy who told her that they were 
grown fat and well, and were gone to their own 
home, a great way off. 


UNS? Vi 


THE CHILD’S GUIDE. 17 


Wr LESSON VI. 
THE GIRL WHO TOLD LIES. 


Rose was asad girl. She did not tell the truth ; 
no one could trust toa word she said; and she 
had got such a bad name, that if some one said, 
‘Rose told me the grapes were ripe,’ some one else 
would say, ‘ Then I am sure they are not ripe, for 
Rose does not tell the truth.’ 

One morning when there was a hard frost, as 
she ran by the road side, her foot slid on some ice, 
and she fell down. She felt a great pain in one leg, 
which made her scream and cry owt; and» she 
could not move that leg, nor stir from the spot 
where she day. 

A man who came that way in great haste said, 
‘Are you hurt ?” and Rose said “Oh! yes: I have 
broken my deg.” But when the man saw who she 
was, he thought she did not say the truth, and so 
went away. e 

Then came a girl with a mélk-pazl on her head ; 
and Rose said, “ Pray help me ; my leg is broke.” 
And the girl put down her pail ; but she came near 
and saw it was Rose who spoke: then she said, “1 
dare say this is not ¢rue, and I have no time to 
lose.” So she took up her pail and went on. 

Poor Rose was in great pain, and she told two 
or three more, who came by, the sad state she was, 
in; but as they all knew her, they thought it was 
false, and would not stop. Soshe lay therefortwo — 
hours with no one to help her, and thought whala | 
sad thing it was that nobody would ea 

2% fete 


j ‘f fis paee es 


18 THE CHILD’S GUIDE , 


Rs : x) 
THE KIND LITTLE GIBE. \. 
——— —_ 
= =} = SS Mie nt 


“Ann saw that he was pale and sick. So she gave him a large piece 
of her cake.’’—p. 16. —- 


THE GIRL WHO TOLD LIES. 


* She lay there two hours, 
ish t faut: 


Sse a 
x i oi “4 
i Le i 


; 


THE CHILD’S GUIDE. 19 


At last a man came that way who did not know 
Rose, and said, “ Why do you cry and moan so ?” 
She said, “I have broken my leg, and no one will 
help me or take me home.” This good man then 
said, “ Poor child! do not cry so; I will take you 
home.” 

So he took Rose in his arms, and brought her 
home ; and though he went slow, and took care 
not to hurt her, yet she felt great paz, and it made 
her cry and moan by the way. 

Her friends wept when they saw her so much 
hurt. Her leg had grown st7ff in the two hours 
she lay on the ground; she felt great pain when 
the done was set, and she had caught a bad cold. 

She had to lie in bed a long time ; and could not 
run or jump for four months ; but in this time she 
thought a great deal ; and when the cough shook 
her and hurt her eg, she felt that if she had been , 
known to tell truth, she might have had no couch. 

All this made Rose think what a bad thing it was 
to tell Zzes ; and when she got well she did not ted/ 
any more. And her friends were all very glad, 
and grew very fond of her, when they found that 
they could trust to her word. 


> 


ue 


LESSON VII. - ee 
DEFINITIONS, 3 


Wise, judging rightly. 
Gather, to bring together. 


20 THE CHILD’S GUIDE. 


Idle, lazy, not busy. 


Tell me the opposite of Big. Higher. Pleasant. 
Went. Pull. Come. Build. Well. Good. 


THE IDLE BOY WHO BECAME A GOOD BOY. 


There was a little boy; he was not a dig boy, 
for if he had been a dig boy, I suppose he would 
have been wzser; but this was a little boy, not 
higher than the ¢adle, and his papa and mama 
sent him to school. 

It was a very pleasant morning ; the sun shone 
and the dzrds sung on the trees. Now this little 
boy did not much dove his book, for he was but a 
silly little boy as I told you; and he had a great 
mind to play instead of going to school. 

And he saw a bee flying about, first upon one 
flower, and then upon another ; so he said, Pretty 
bee! will you come and play with me? But the 
‘bee said, No, I must not be zdle; I must go and 
gather honey. 

Then the little boy met a dog ; and he said, 
Dog! will you play with me? But the dog said, 
No, I must not be idle; Iam going to drive the 
pigs out of my master’s garden. 

_ Then the little boy went by a hay-stack, and he 
saw a bird pulling some hay out of the hay-stack ; 
and he said, Bird! will yow come and play with 
me? But the bird said, No, I must not be idle ; 
T must pe some hay to build my mest with, and 


THE CHILD’S GUIDE. 9] 


some moss, and some wool. So the bird flew 
away. 

Then the little boy saw a horse, and he said, 
Horse! will you play with me? But the horse 
said, No ; I must not be idle, [must go and plough, 
or else there will be no corn to make bread of. 

Then the little boy thought with himself, what, 
is nobody idle? then little boys must not be idle 
either. So he made haste, and went to school, and 
learned his lesson very well, and the master said 
he was a very good boy. 


LESSON VIIL 


DEFINITIONS. 


Neat, cleanly. 
Careful, watchful. 
Cleanse, to make clean. 
Tell me the opposite of Remember. Whole. 
Smooth. Little. Dirty. Go. 


ABOUT BEING NEAT. 


I have sometimes seen a child go to school with 
dirty hands, a dirty face, and a dirty book ; but I 
do not remember that I ever heard such a.child 
read very wel]; and I am sure nobody could like 
to look at him. S uyie 
A neat scholar will wash his face ee bande tee * 
fore he comes to school, and te ery carefi ea 


22 THE CHILD’S GUIDE. 


keep his clothes and books free from dirt. And he 
will want to have the school-room kept very neat. 
He would sweep it himself, almost every day, rather 
than have the floor covered with leaves and dirt. _ 
If he has a writing-book, you will not see a sin- 
gle blot in the whole of it. The corners of the 
leaves will not be rolled over, like a dog’s ears, but © 
will be kept smooth and clean. A neat scholar 
will not go into a house without cleansing his shoes, 
if they are dirty. He will spit as little as may be ; 
and will not whittle chazrs or benches. 


ae ee 


LESSON IX. 
DEFINITIONS. 


Gnaw, to wear away by biting. 

Delighted, much pleased. 

Allow, to give leave.—Children are not allowed to 
be noisy at school. | 

Troublesome, giving trouble-——A scholar who 
does not come to school in season, is troudle- 
some; because he disturbs others. 

Sip, to drink a little at a time. 

Angry, very much displeased. 

Persuade, to make another willing, by talking to 
him, or treating him kindly 

Presently, soon. 

Thrust, to push. 

Appear, to be in sight. 

Valuable, worth a great deal. 


THE CHILD’S GUIDE. 93 


Tell me the opposite of better. Of Always. 
Mistress. Loved. Summer. Nothing. Danger. 
Carry. Found. Sorry. Mother. 


MARY AND HER KID. 


Kids are little goats. Goats do not like to live 
in the streets and houses, like the dogs. Goats love 
to run and jump about in the woods, and to gnaw 
the bark of trees. A goat is a little larger than a 
sheep. Here is a picture of one. 


It is between two and three feet high ; that is, 
about as high asa table. Goats give very good 
milk. People carry them to sea, because they are 
smaller than cows, and do not take up so much 
room in the ship. “ 

The skins of goats are made into leather: The 
skins of kids make very nice gloves. Handles for — 
knives and forks are made of goats’ horns. Their 
Alesh, tallow, and hair are also valuable. 


94 THE CHILD’S GUIDE. 


Mary, a little girl, who lived in a place where 
there are many goats, taking a walk one day, found 
a little kid ; its mother, the old goat, had left it ; it 
was almost dead. 

Mary felt sorvy for the poor little kid; she took 
it up, hugged it in her arms, and carried it home 
with her. She begged her mother to let her keep 
the kid for her own. Her mother gave her leave. 
Mary gota basket full of clean straw, and laid 
it on the warm hearth, for a bed for the kid. She 
warmed some milk, and held it to him to drink. 
~ ‘The kid drank it, and licked Mary’s hand for more. 
Mary was delighted when she saw him jump out 
of the basket, and run about the room ; presently, 
he lay down again, and took a comfortable nap. 

The next day, Mary gave her kid a name; she 
called him Capriole. She showed him to all the 
family, and allowed her little brothers and sisters 
to pat him. 

Capriole soon followed Mary all about the house ; 
trotted by her side into the yard ; ran races with 
her in the field ; and fed out of her hand. He soon 
grew troublesome, and thrust his nose into the meal 
tub. Sometimes he got a dlow for sipping the midk. 

Capriole’s little horns soon began to appear, and 
a white beard soon sprouted at the end of his chin. 
He grew bold enough to fight when he was angry, 
and sometimes threw down, Colin, Mary’s little 
brother, into the dirt: Every body said, “ Capriole 
is getting too saucy; he must be sent away, or 
be taught to dehave better.” 

Mary always took his part, and let him do as 
he pleased. Capriole loved his little mistress 
dearly. Near to Mary’s house, were some large 


THE CHILD’S GUIDE. 25 


fields, and some tall rocks ; a little farther off was 
a high held. 

Oae fine summer’s day, Mary had finished her 
morning’s work, and wanted to play with her kid. 
She looked aba the house door, and could not 
see Capriole. She then ran to the field, and called 


aloud, “‘ Capriole! Capriole !” expecting to see 
him come running towards her. No Capriole came. 
Her heart began to beat. ‘“ What can have de- 


come of him? Somebody must have stolen him. 
Perhaps the neighbors’ dogs have killed him. Oh 
my Capriole! my dear Capriole! I shall never 
see you again.” 

Mary began to cry; but she still went oz, look- 
ing all around, and calling “ Capriole! Capriole !” 
After a while she heard the voice of Capriole. She 
looked wp, and saw her little goat, standing on the 
edge of a high rock ; she was afraid to call him, — 
lest he should jump dowz and break his neck. 

There was no danger ; Capriole had run away 
from\his mistress; he liked the fields and the rocks 
better than he liked Mary. She waited for him, 
however, till she was tired, and then went home, 
and got her little brothers to go back wzth her, to 
the foot of the Aid. They carried some dread and 
milk, for Capriole, but they could not persuade him 
back again; he had found a herd of goats, and they 
were playing together. So Mary bade him good 


What isa kid? What do goats love todo? Of what 
use/ are their skins? Horns? The skins of kids?” How _ 
are goats? Where carried? What did Mary do 

the kid she found? What else? bhi oe he. et | 


. 
ety oon 
oaiN Pre abs 
ae Si nea 
Uta Vetoes 
bile 


-. 


26 THE CHILD’S GUIDE. 


LESSON X. 
DEFINITIONS. 


Depend, to rely on. 

Affronted, provoked. 

Determined, resolved. 
Convenience, ease, accommodation. 


Tell me the opposite of Lend. Willing. Pro- 
per. Lost. Run. Night. 


MARY AND SARAH. 


Mary. 1 wish you would lend me your thim- 
ble, Sarah, for I can never find mine when I want 
it. 

Sarah. And why can you not find it, Mary? 

Mary. lam sure I cannot ¢ell, but if you do 
not choose to lend me your's, I can borrow of some- 
body else. 

Sarah. Lam willing to lend it to you, but | 
should like to have you tell me why you always 
come to me to borrow when yow have lost any 
thing ? 

Mary. Because you never lose your things, 
and always know where to find them. 

Sarah. And how, think you, do I alw aye know 
where to find my things? \ 

Mary. How can T tell? If I knew, 1 might 
sometimes contrive to find my own. 

Sarah. Iwill tell you the secret, if you wyill 
hear it. Thave a set place for every thing, /nd 


THE CHILD’S GUILE. 27 


after I have done wsing a thing, I always put it in 
its proper place, and never leave it to be thrown 
about and lost. 

Mary. I never can find tzme to put my things 
away; and who wants, as soon as she has wsed a 
thing, to have to run and put it away, as if one’ 's 
life depended upon it ? 

Sarah. Your life does not depend upon it, Ma- 
ry, but your conventence does; and let me ask, 
how much more time will it take to put a thing in 
its proper place, than to Aunt after it when lost, or 
borrow of your friends ? 

Mary. Well, I will never borrow of you again, 
you may depend upon it. 

Sarah. Why, you are not affronted, I hope. 

Mary. No, but Iam ashamed, and am deter- 
mined before night to have a place for every thing, 
and to keep every thing in its place. 


How can one always know where to find things? What 
depends on doing this? What else?, The convenience of 
others. 


LESSON XI. 
DEFIN ITIONS. 


Meadow, moist level ground, covered with grass 
and flowers. i 
Cluster, a bunch. 
Affectionate, fond, tender. 
Trouble, uneasiness. 
Playful, sportive, lively. 


28 THE CHILD’S GUIDE. 


Overjoyed, much pleased. 

Caper, to jump about playfully. 
Dispute, to say a thing is not so. 
Credit, honor, character. 

Intend, to mean. 

Wholesome, healthy. 

Fruit, apples, pears, cherries, &c. 
Greedy, eager to eat. 


Tell me the opposite of Large. Ripe. Pleased. 
Happy. Ran. Best. Glad. Agree. Foolish- 
ly. Kind. Great. Carried. Sick. 


JACK AND HIS SISTERS. 


There was a large grape vine that ran up an oak 
tree in a meadow, about half a mile from the house. 
The vine hung full of grapes, in large clusters. 
When they were ripe and very jine, Jack invited 
his sésters to go there with him one fair day, and 
get some. The little girls were so pleased with 
going that they were ready in two minutes. 

Their mother smzled to see them go off so brisk 
and happy, and so affectéonate to each other. “ Lit- 
tle birds,” she said to herself, as they went out 
through the gate, “they have no ¢rowdle nor care.” 

Amnon, the pet lamb, ran playfully along after 
the children, and Mary said they could let him go 
as wellaszot. Jack let down the Jars for the girls, 
and the lamb skipped through with them. 

When little Betsey came under the vine, and 
saw the great bunchesvof prapes over her head, 
she jumped and hollowed, “O! O! O! I never 


THE CHILD’S GUIDE. AS) 


did see such a sight, in all my dife. What a par- 
cel! O, I wish my ’ma was here, to see this grape 
tree,” 

The pet lamb cared nothing about the grapes ; 
but, seeing Betsey so overjoyed, seemed to think 
she was playing with him. He began to hop up 
and down too, and they both jumped and capered 
very much alike. 

The grapes were indeed very fine. Mary said 
they were nearly as large as robdins’ eggs, almost 
as sweet as honey, and that she had never tasted 
any half so good. The color was dark purple. 
The vine ran over the whole of the oak tree. 

Jack climbed up among the branches, and the 
girls held their aprons to catch the beautiful clus- 
ters, as he threw them down, till they got their 
aprons heaping full. Then he scrambled down 
to the lower dmb, and jumped from that to the 
ground. 

“ Now, girls,” said he, “I will tell you what we 
will do. Weill spread these grapes on this clean 
grass, and sort them, and pick out the. very best 
bunches to carry home to ’pa and ’ma.” “O yes,” 
said Mary, “that is night ; so we will.” 

* Ves, brother Tate ” said little Betsey, “ you 
are a good boy.” She was pleased about giving 
the best grapes to her father and mother, though 
the little parrot could’ hardly speak all her words. 

“They will be glad,” said Jack, “to see that 
we think so much about them.” “ Yes,” said Ma- 
ry; “and another thing; let us agree never to. 
quarrel and be cross to each other.” By, 

“Tf you see me get angry, and act “Pigune. do. 
you teil me of it, so that 1 may leave it of iis be- 

3 * ae 


30 THE CHILD’S GUIDE. 


have better, and I will do the same with youw ; be- 
cause it is very dad for brothers and sisters to dis- 
pute, and you know father and mother are always 
so pleased, when they see us kind to each other.” 

“ Yes, I know that,” said Jack: “‘ We can nev- 
er pay our parents all we owe them, for being so 
good to us; but we ought to do all we can to make 
them happy and keep up the credit of our family.” 
The little girls both said they would try with all 
their might. , 

“ Ves,” said Jack, “that is what ad good chil- 
dren should do. When I get to be a great man, 
’pa and ’ma will be old gray-headed people, and 
have wrinkles in their faces, like old Mr. Adlen 
and his wife; and then I intend to take care of 
them.” 

When they carried home the grapes to their 
mother, Mary said, “ Did you ever, in your life, 
’"ma, taste any thing so good?” ‘They are very 
Jine, indeed, my dear,” said Mrs. Halyard. “We 
picked out all the dest, ’ma,” said Mary, “ for you 
and ’pa.” ‘Ah, my children,” said their mother, 
“then I shall tell your father of that good action, 
when he comes, and he will like the grapes very 
auch.” 

“Ma,” said Jack, “are not grapes very whole- 
some to eat?”  ‘ Yes, my son,” said she, “ most 
kinds of fruit are wholesome, if they are ripe, and 
eaten a little at a tame.” _ 

“ The dest thing may become hurtful, when tak- 
en to excess ; and children frequently make them- 
selves seck, with good things, by being too greedy. — 
To be sure, people must eat, in order to live ; but 


THE CHILD’S GUIDE. 31 


I wish my children always to remember that eating 
is not the chief thing they are to dive for.” 


LESSON XII. 
DEFINITIONS. 


Hut, a poor, small house. 

Vegetable, a plant, an herb. 

Coachman, one who drives a coach. 

Pious, religious. 

Ainuse, to please with harmless play. It some- 
times means to deceive artfully. 

Innocent, that which does not hurt. 

Infant, a very young child. 

Food, victuals. 


Tell me the opposite of Able. Of Near. Open. 
Busy. Poor. Honest. Often. Old. Found. 
Cold. Out. Asleep. Some. Useful. Fetch. 


THE OLD MAN AND LITTLE PETER. 


There was once a poor old lame man; he had’ 
been a soldier, and had almost lost the use of one 
leg, so he was not able to do much work. He 
built himself a little hwt, and made a garden. where 
he planted potatoes, beans, and such other vegela- 
bles as he wanted to eat. 

All the money he got was given to him by people | 
for wpeaing a gate near his hut. ai one 


32 THE CHILD’S GUIDE. 


in coaches do not like to have the coachman leave 
the horses to open a gate; they are willing to give 
nga Sail a few cents to do it for them. 

he money which the poor man got in this way 
was enough to buy him clothes, and such other 
things as he wanted. This poor man was very 
honest, so every body thought well of him. He 
was pious, too; he prayed to God every night and 
morning ; he thought of God often, and he tried 
to please God. 

This old man, ina walk one day found a little 
kid, that had lost its mother, and was almost starv- 
ed. He took it home, and fed it, and nursed it, so 
that it grew very large and strong. He called 
the goat Nan. 

Nan loved her master; she ran after him like a 
little dog, and ate the grass which grew round his 
door. She often played very prettzy, so that she 
amused her master with her innocent tricks. The 
old man would lift up his eyes and thank God, that 
he had. given him this faithful creature. 

One cold night in the beginning of winter, the 
old man thought he heard a child cry ; he got up, 
lit a candle, went out at the door, and looking all 
about, he soon found a little daby lying on the 
ground. The old man knew not what to do. 

“J can Aardly take care of myself,” said he; 
“what shall I do with a poor infant? If I leave 
it here, the little creature will die before morning. 
I will take it in, and give it some food.” 

Saying this he took up the little boy, who was 
only covered with a fewrags. The infant smiled, 
and stretched out his arms to hug the é6ld man. 
‘When he had brought it into the Aut, he called his 


THE CHILD’S GUIDE. 33 


goat, Nan; her little kid was just dead, and she 
had mille to spare. 

Nan was quite walling to nurse the little boy ; 
he sucked till he had enough, and then fell asleep. 
The old man took the child to his bosom, and went 
to bed. He felt happy, because he had done a 
good action. Early the next morning, he waked, 
and gave the infant some of Nan’s milk. 

“ Who knows,” said the old man,.“ but this 
child may live to be.a man, and that God will make 
him good and happy. When he grows bigger he 
will be a comfort to me; he will learn to be wse- 
ful, to fetch my wood, and dig in the garden.” 

The little boy grew fast, and loved the old man 
dearly ; and he loved the goat too. She would 
lie down, and little Peter would crawl on his hands 
and knees close to her, and go to sleep in her bosom. 

In short time ‘Peter could watk, and he soon 
learned to talk a little. He called the old man 
“ Daddy,” and the goat he called “ Mammy.” 
He used to run about after his mammy. 

At night the old man would take Peter upon his 
knee, and talk to him while their supper was boil- 
ing over the fire. When Peter grew bigger, he 
opened the gate for his daddy, and learned to get 
the breakfast and dinner. The old man used to 
tell Peter stories, and amuse him very much. 


Can you tell me something you are able todo? Some- 
thing else? Something you are not able todo?  Some- 
thing which is work? Something else ?—Of a vegetable ? 
Another?—What is better than money 2 _ Why ?—Who 
makes doors? Of what? The hinges? Of what? How? 
What is iron made of ?—What are sys weds of? 
What else gives light? What else? Sg 


34 THE CHILD’S GUIDE. 


LESSON XIII. 


DEFINITIONS. 


Desire, wish. 

Grieved, made uowiaWernl 

Grateful, feeling that another has been kind. 
Daddy, a child’s name for father. 


Tell me the opposite of Faithful. Of Crying. 
Fast. Lady. Long. Gave. Day. 


MORE ABOUT LITTLE PETER. 


The old man had a great desire that his darling 
should learn to vead and write, but he had neither 
books, nor pens, nor paper. In the summer the 
old man would sit at his cottage door, and draw 
letters in the sand; he taught Peter their names, 
and taught him to make them. Peter soon learned 
all the letters of the alphabet, and he soon learned 
to put them together, in syllables and words. 

About this time Peter’s faithful nurse, Nanny, 
died. While she was sick, Peter took great care 
of her; he tried to make her take food, and held 
her head upon his little Zosom. All would not 
make her well; she died, and Peter was very 
much grieved. 

he poor goat was buried in the garden; Peter 
~ would go there, and call upon his mammy, and ask 
her why she had /eft him. One day as he was 
calling Nanny, and crying, a lady came along ina 
carriage ; she overheard Peter. 

As soon as Peter heard some one call, “ open 


THE CHILD’S GUIDE. 35 


the gate,” he ran as fast as he could. The lady 
asked him whom he was calling, and why he cried 
so. Peter answered, it was for his poor mammy, 
that was buried in the garden. 

“How did your mammy get her living ?” asked 
the lady. ‘“ She used to eat grass,” said Peter. 
The nay did not know what he meant; but the 
old man came out of his hut, and told her the whole 
story of Peter. 

She looked at the boy, who had dried up his 
tears, and was playing at the coach door ; she was 
much pleased with him. ‘“ Will you go with me, 
little boy ?” said she; “I will take care of you if 
you dehave well.” 

“ No,” said Peter, “I must stay with daddy ; 
he has taken care of me for a long time, and now 
I must take care of him.” The lady was pleased 
with this answer ; it showed Peter tobe a grateful 
bo 

She put her hand in fie pocket, and took out her — 
purse ; she found half a dol/ar in it, which she gave 
to Peter, and bid him buy some shoes and stock- 
ings ; then she went away. 

Peter knew how to use money; he had been 
sent to buy dread, and such things as his daddy 
wanted; but he did not know much about shoes 
and stockings. He had seen them upon others, 
but he had never worn any in his life. The next 
day the old man made him go to the town and 
lay out his money. 

Peter had not been gone long, before his daddy 
saw him come back, without his shoes and stock- 
ings. “ What have you done with your iat 
Peter ?” said the old man. 


36 THE CHILD’S GUIDE. 


“ Daddy,” answered Peter, ‘I went to the store, 
and just put om shoes and stockings, but I did not 
like them; so [I laid out the money for a warm 
waistcoat for you; winter is coming, and you will 


be cold.” 


Did Peter have any books? How did he learn to read? 
‘What became of Nanny? What can you tell me of the 
lady? Was Peter willing to go home with her? Why? 
What did this show him to be? What did she give him? 
For what? Did he buy them? What did he buy ? 

Can you name something which you have a desire to do? 
Something else? Something else? Something you have 
a desire not to do? &c.—Should we always be grateful to 
those who take care of us? Who takes care of you? Of 
all people? Are children grateful who do not mind their 
parents? Their teachers? Who do not thank God for 
taking care of them? If Peter had chosen to buy warm 
clothes for himself, while the old man who took care of 
him had none, what would he have been? . 


LESSON XIV. 
DEFINITIONS. 


Obedience, doing as one is told. 
Difficult, hard, not easy. 
Fatigued, tired. 

Patient, willing to wait quietly. 


LITTLE HARRY. 


“ Grandmother, when do you think mother will 
be at home ?” said little Harry, as he seated him- 
self upon the floor at her feet. ; 


THE CHILD’S GUIDE. 37 


“Tt will not be long before we shall see her,” 
said his grandmother, “as it is almost dark.” 

“T wish it would grow dark faster,” said Harry, 
“for I want to tell her about my shoes, and all that 
lady said.” 


“You must try to be patient, my little boy,” said _ 


his grandmother ; and she took off her spectacles, 
and laying aside the apron she was mending for 
Harry, took him up inher lap. This little boy 
loved his grandmother, and always liked to sit in 
her lap. 

“What is the reason, grandmother, that you wear 
spectacles? J should not think you could see to 
work or read with them. When J put them on, I 
can but just see you; and you look so funny, that I 
can hardly tell where your eyes and nose are.” 

“ My eyes are not as good as yours are, Harry, 
and I could not see to work at all without these 
spectacles.” 

“ But I thought old people could do every thing 
a great deal better than little boys,” said Harry. 

“They know a great deal better how to do 
things, but they often cannot do them as well,” said 
his grandmother: “they often cannot see as well, 
or hear as well, or walk as well; but then they can 
teach little boys a great deal, and tell them what 
they can do with their eyes, and their ears, and 
ey limbs, to make them useful before they grow 
rs) ty 

“What can I do with my eyes, grandmother, that 
is useful ?” said Harry. 


“A great many things, my dear; you can find ae 


—_ 


my needle when I happen to drop it, and you know 


you have learned to thread it for me ; and when my 


‘al 
» 4 


RES Ba 
STE ss 


38 THE CHILD’S GUIDE. 


spectacles are out of the way, you know I say, 
‘come, Harry, be my spectacles for me ;’? and when 
you come and use. your eyes for me, you make them 
useful, and make me very happy to think that be- 
sides my own eyes, I have a pair in your little 
head.” 

“T hope, grandmother, you will always let me 
thread your needles for you,” said Harry ; “ and I 
dare say there are some other things etch do 
for you if you would det me.” 

“There are other things that you already do for 
me,” said his grandmother ; “ besides helping me 
with your eyes, you sometimes also use your feet 
forme. Don’t you remember when I was sick 
the other day, you went to the Doctor’s for me ? 
and often when my old limbs are tered, you use 
your young ones, and bring me what I want, while 
mine are resting.” 

While Harry and his grandmother were talking 
together in this pleasant way, the time which Har- 
ry thought would be so long, was-passed, and his 
mother came home. 

As soon as Harry saw her, he jumped down and 
ran to her saying, ‘“ Mother, mother, I have got a 
pair of shoes; now may I not go to school 2” 

“Tam too tired to attend to you mow, Harry,” 
said his mother; “so run off.” 

Harry was grieved at his mother’s not hearing 
the long story he had to tell her about his shoes ; 


but he deft her as soon as she dzd him, and did not 


say a word. Harry had learnt the best lesson a 
little boy can learn, which is obedience, and he did 
not find it so dificult to be quiet, as some children 
might suppose. — 


« 


THE CHILD’S GUIDE. 39 


Harry’s mother was not strong, and had been e 
out, doing a hard day’s work, and was so much . 
fatigued that she felt too sick to talk till she had 
taken her swpper. When she felt better, she said, 
‘Now, Harry, you may come and tell me about 
your shoes ; how did you get them 2” 

Harry now began to tell his mother all about the 
lady who had been there in the morning, and 
brought him the shoes. 

“It was the same lady, mother, that came the 
other day, and told you about that school, where 
they teach children to ead and count, and show 
them pictures and tell them stories. Now, moth- 
er, may I not go? for the lady said she wanted me 
to go, and she brought me these shoes on purpose.” 

“ Yes, child, you shall go, and I will bless them 
that keep you out of mzschief, and give you more 
learning.” 

When Harry had got his mother’s leave to his 
going to school, he went to Jed. He did not yet 
know, that when he laid down to sleep, the Being 
who made the su2 to shine, took care of him in the 
night, and always watched over him. He had not 
yet learned that when he was good, he pleased this 
good Being, who made the whole world and every 
thing in it. | 


What can you tell me about little Harry? About his 
grandmother? Mother? &c. 

Should children always try to be patient when they have — ay 
to wait for what they want?—Should children practise, / Ne 
obedience? Towhom? To whom else? &¢. When do © 
they not practise it?—Can you name something which you =~ 
would find difficult ?—Do you ever get fatigued? When? 
Who makes the sun to shine? Who made the Baie i 


40 THE CHILD’S GUIDE. 


LESSON XV. 
DEFINITIONS. 


Enter, to go in. 
Repeat, to say over. 
Attentively, carefully. 
Quiet, still. 


Tell me the opposite of Much. Of Black. 
Ask. Right. Forget. 


MORE ABOUT LITTLE HARRY. 


The wished-for morning soon came, and Harry 
awoke full of life, and was soon in readiness to go 
to school with his mother, who was glad to take 
her little boy to a place where so good care would 
be taken of him. 

And now we must suppose Harry in a school- 
room for the first time. When he went in, he felt 
a little troubled at seeing so many faces he did 
not know ; and he thought he should rather be in 
his grandmother’s dap than even in this school, 
where he had so much wished to come. 

But the school-mistress spoke very kindly to 
him and showed him some pictures ; and after she 
had talked with him a little while, Harry was wil- 
ling to stay, and in a short time felt as happy as 
he expected to feel. 

It so happened that he was seated on a bench 
with a little boy he knew, and this made him feel 
quite at home. After a little while, all the boys 
and girls were seated in their different places, and 


9 


THE CHILD’S GUIDE. 4l 


when all was quiet, the school-mistress spoke to 
the children all together, and asked them if they 
would like to repeat their morning hymn. 

All that were old enough then stood up, and re- 
peated something which Harry did not quite under- 
stand. They were singing a morning hymn. 
He did not know what a morning hymn meant. 
It was not long, however, before Harry understood 
that a morning hymn was thanking God for taking 
care of us through the zzght, and for letting us en- 
joy another day. 

After this the school-mistress went to a large 
black slate, and with a piece of white chalk made 
some letters. Harry noticed every thing she did. 
When she made one letter, she asked the chil- 
dren its name. They almost all said, A. 

Harry looked at this letter very attentively, and 
saw that it seemed to stand upon twodegs and had 
a little dar across it. She then made another let- 
ter that was like a ring, and this wasO. And 
another which looked like a gate, and this was H. 

Harry kept his eyes all the time on the sdate, and 
noticed the difference in the letters, so that he 
might remember them when he saw them again. 

» The school-mistress saw how attentive Harry had 
been, and when the desson was over, she went up 
to him and said, “ your name is Harry, is it not, 
my little boy 2” 

“Yes, ma’am,” said Harry. 

“ T shall remember, then,” said she, “ and always 


eall you by your right name, Harry, and not Billy, a 


or Tommy, and you must try to remember to call 
all my letters by their right names; I hope the 
4* Hae 8 


yaw ees 


* 


49 THE CHILD’S GUIDE. 


next time a see them you will not forget ther 
names, and I will try not to forget yours.” 


What. troubled little Harry when he first went into 
school? How did the mistress speak to him? Whom did 
he sit with? What did the scholars repeat? What is 
meant by a morning hymn? How did the teacher show 
the children the letters? &c. 


LESSON XVI. 


DEFINITIONS. 


Differ, to be unlike. 

Pouch, a small bag. 

Chap, (pron. chop) the upper or under part of an 
animal’s mouth. 

Down, soft feathers. 

Jaw, the bone of the mouth in which the teeth are 
fixed. 

—Torpid, dull, stupid. 

Gluttonous, fond of eating a great deal. 

Food, victuals. . 

Surface, the outside. , 

Tell me the opposite of Wet. Of Lazy. Un- 
der. Empty. Downwards. 


THE PELICAN, 


Do you know why the rain does not make the 
birds very wet? Why, it is because their feathers 
are oily, so that the rain does not easily soak 
through them. Their wings are very strong. A. 


THE CHILD’S GUIDE. / 43 


swan’s wing would break a man’s leg. Some 


birds are very lazy. Here isa picture of a lazy 
bird, called the Pelican. 


It is a large bird, weighing over twenty pounds. 
It differs from all other birds in its d22/, and the 
great pouch under it. 

The pouch hangs at the lower edge of the un- 
der chap, and will hold fifteen quarts of water ; it 
reaches the whole length of the dzd/ to the neck : 
this bag is covered with a very soft down, and 
when empty can scarcely be seenj as the bird 
wrinkles it up into the lower jaw. , 

These birds are very torpid and very glution- 
ous. When in search of food, they fly over the 
water with one eye turned downwards, and as 
soon as they see a fish near the surface, they dart 
down swiftly, and are almost sure to sezze it and 
store it up in their pouch. 


Why do not birds get quite wet when it rains? How 
much will a pelican weigh? _How much more than a hen? 
Four or five times as much. What hangs at,the lower rises, 
of thé.pelican’s under chap? How much will it hold? ~ 


? 


44 THE CHILD’S GUIDE. 


LESSON XVII. 


DEFINITIONS. 


Ambition, desire of honor. . 
Jovial, merry. 

Resolute, bold, determined. 
Tattling, apt to tell tales. 


+ ISAAC WILSON. 


Major Wilson had a son, named Jsaac,'about ten 
years old, and Isaac was inclined to be quite idle, 
and childish. His father was very anxious to 
have him do well; but was afraid he would never 
make a man of -honor and usefulness. 

Isaac was a stout, hearty boy; but he seemed 
“to have no manly ambition. In the winter he 
would sit moping inthe corner, without reading 
so much as. a newspaper, or caring whether Cana- 
da was North,or South from the United States. 

The neighboring boys, one cold day in February, 
hada jovial time, skating, and sliding down hill 
on their sleds. Some of them ran, as brisk as sgwir- 
rels, to ask Major Wilson to let Isaac come and 
play with them. “ O wes, by ald means,” said 
Major Wilson : *«T was once a boy myself: 


“Yes, ’m for the lad ‘that’s active in play, 
’ And Bpcanan at Work ; sethat’s much the best way.” 
* Go, feck by dl means, ‘and have a. lively 
times with wonr mates :” but Isaac, scowling, shrug- 


Sal 
. % 


‘ 
. 


THE CHILD’S GUIDE. 45 


ged up his shoulders, and said he did not want to 
play in the cold. “Poor little chad,” said Solo- 
mon Belmot, “he wants his hands wrapped up in 
his mamma’s warm apron.” So these boys ran 
back to the rest to enjoy their sport. 

“Halloo, boys,” said the others, “ where is 
Isaac 2” “O,” said Solomon, “ he is sitting in the 
corner to keep the cat from eating the ‘tongs. 
That is all he will ever be good for : the ninny is 
too dazy,even to play.” 

This Solomon Belmot lived at a place called 
“ Briar Hill,” on account of the multitude of dlack- 
berries which grew there. Solomon was an active 
lad among the boys, and heartily earnest, wherever 
he engaged ; but he was so very fond of.a joke, 
that he would often say things a little Cea 
in order to make people laugh. 

This turn of mind was,unfortunate, and some- 
times created difficulty, where he did not zntend it. » 
He was more inclined to practise this harshness of 
speech, because his mother did so, though she was 
a good sort of a woman in other respects, and had 
the name of making the best cheese 6f any farmer’s 
wife about “ Briar Hill.” 

Major Wilson was mortified, at having such an 
idle lubber as Isaac for a son. He was much troub- 
led to determine what to do with hith. After some 
time he thought of. Jack Halyard, and, concluded 
that the best thing he could do, would be to get 
so good a scholar. to come: and 'liveva while at his 
house. ‘ ¢ 

Jack’s father agreed) to let, him on home with 
Major Wilson: but told hint to ‘be'careful not to 
spend his time in boyish py with ie and do 


a j Ee ye 
“gy Rev 
a | 4 ; Fi ow 


A6 THE CHILD’S GUIDE. 


him more hurt than good. This was in the month 
of May. 

Jack stayed five weeks, and in all that time went 
home only once. During these five weeks, Isaac 
was so altered, he hardly appeared to be the same 
boy. He was more active, more resolute, more 
manly in his conduct, had better zdeas of mii a 
and began to love learning. 

Before that time Isaac was afraid to 20 out Blogs 
after dark; but Jack cured him of that foolish 
whim, and many others. He used to make up a 
pitiful face, and think he was almost killed, if he 
hurt his finger or toe; but after Jack had been 
with him, he was ashamed to snitvel or squeal for 
every trifling affair. 

One'day, as they were in a pasture together, 
Isaac was frightened almost to death, at the sight 
of a rattle snake: He ran and screamed, as if 
the terrible creature was going to swallow him 
alive ; but Jack, without being at all affaid, gota 
good stick and killed the snake. 

What sort of a boy was Isaac? What did Solomon say 
of him? Whaftkind of a boy was Solomon? What mor- 
tified Major Wilson? Whom did he send for? Isita 
good thing to.be resolute? Why? Of what did Jack cure 
Isaac? How are those who practise tattling, like rattle 
snakes ? 


LESSON XVUI. 


MORE ABOUT ISAAC WILSON, 


“ These animals,’*said Jack, “ I have heard my 
father. say, are like tattling, mischief-making 


yan! 


THE CHILD’S GUIDE. AZ 


people: they are very poisonous; but dangerous 
only when they creep in secret, and bite before they 
are seen.” 

When Jack had been at Major Wilson’s about 
a week, he met Solomon Belmot in the road, and 
the following dialogue took place. 

Jack. Good morning, Solomon. 

Solomon. Good morning, Jack: I see you are 
going about with Isaac Wilson, and the people 
say you have come to dive there a while, and try 
to make something of him. 

Jack. 1 expect to stay there, till my father be- 
gins his haying and harvest. 

Sol? You will find Isaac very much like the 
jockey’s horse, that had but two fadlings. 

Jack. What were those two ? 

Sol. One was, the horse was bad to catch. 

Jack. What was the other? 

Sol. When they had catched him, he was good 
for nothing. 

Jack. 1 hope Isaac is not so bad as the horse 
you tell of; he will make a very decent man yet, 
if he will. only try in earnest. 

Sol. Ay, there is the difficulty, my g aad fellow, 
who can change that bag of sand into a smart boy ? 

Jack. 1 should hardly think that any young 
lad would be such a dolt, as not to try to make 
himself respectable in the world. | 

Sol. You might as well teach a fish to eat 
grass in the fields, as to make any thing of that 
lazy fellow. — 

Jack. We should be very careful, pisiagce: 


48 THE CHILD’S GUIDE. 

about speaking evil of our nezghbors. Good 
e. 
Sol. Good morning. 


Jack talked much and very sensibly, with Isaac, 
and took great pains to teach him by an example, 
which his father had told him was the dest teaching 
in the world. 

Among other things which the boys read togeth- 
er, was the thirteenth chapter of the first book of 
Corinthians. St. Paul says, “ When I was a child, 
I spoke as a child; I thought as a child ; I under- 
stood as a child: but when I became a man, I put 
away childish things.” 

Isaac began to wake from his babyish dreams, 
and to think of becoming a man of talents and 
merit. He told his father he was determined to 
exert himself in all that was good. He found that 
he slept better, and felt altogether better, when he 
had been well employed through the day. 

Major Wilson was so much pleased with the 
change in his son, that he said Jack Halyard was 
worth five times his weight in gold; and he made 
him a present of a likely colt, which was just wean- 
ed. Jack thanked him very politely ; but said this 
was much more than he had any reason to expect. 
Major Wilson insisted on his taking the colt. 

“My good little friend,” said the Major to Jack, 
—and he almost shed tears while he said it,—“the 
great happiness of parents is seeing their chdl- 
dren do well. If Isaac should ever make an ho- 
norable man, it will be in part owing to what you 
have done for him, and I should not regret giving 


Be 


THE CHILD’S GUIDE. 49 


ten timesas much. ‘Take this colt. I hope, my 
dear fellow, you may live to ride him to Congress.” 


Can you tell any thing which Jack and Solomon said to 
each other? How did Major Wilson like the change in 
his son? What did he give to Jack? What was the rea- 
son of Isaac’s becoming a better boy ?- Are we always apt 
to be like those whom we are often with? Whom then 
should we choose for our friends? Those who know most 
and behave best. What.is the great happiness of parents ? 

u 


LESSON XIX. 
THE LITTLE PHILOSOPHER. 


Mr. L. was one morning riding by himself, when, 
dismounting to gather a plant in the hedge, his 
horse got loose and galloped away before him. He 
followed, calling the horse by his name, when he 
stopped, but on his approach set off again. At 
length a little doy in the neighboring field, seeing 
the affair, ran across where the road made a turn, 
and getting before the horse took him by the bridle, 
and held him till his owner came up. 

Mr. Li. looked at the boy, and admired his edaay, 
cheerful countenance. Thank you, my good lad! 
(said he) you have caught my horse very cleverly. 
What shall I give you “for your trouble ? Se 
his hand into his pocket.) 

Boy. I want nothing, sir. ae 

Mr. L. Don’t you? so much the better for’ you. , 


Few men can say asmuch. But pray what were ete 


you doing in ene ? Taig ae See 


20 THE CHILD’S GUIDE. 


B. Iwas rooting up weeds, and tending the 
sheep that are feeding on the turnips, and keeping 
the crows from the corn. 

Mr. L. And do you like this employment ? 

B. Yes sir, very well, this fine weather. 

Mr. L. But would you not rather play ? 

B. This is not hard work ; itis almost as good 
as play. 

Mr. L. Who sent you to work ? 

B. My father, sir. 

Mr. L. Where does he live ? 

B. Just by, among the trees, there, sir. 

Mr. L. What is his name ? 

B. Thomas Hurdle, sir. 

Mr. L. And what is yours ? 

B. Peter, sir. 

Mr. L. How old are you ? 

B. I shall be e¢ght, Thanksgiving day. 

Mr. L. How long have you been out in this 
field 2 

B. Ever since six in the morning, sir. 

Mr. L, And are you not hungry ? 

B. Yes, sir, I shall go to my dénner, soon. 

Mr. L. If you had sixpence now, what would 
you do with it? 

B. 1 don’t know; I never had so much in my 
life. 

Mr. L. Wave you no playthings ? 

B. . Playthings? what are they ? 

Mr. L. Such as bails, nine-pins, marbles, tops, 
and wooden horses. 

B. No, sir; but our Tom makes foot-balls to 
kick in the cold weather, and we set traps for 
birds; and then I have a jumping pole and a pair 


a) 
Ave} 


Oh. Pee 
Coe 
¥ a 


THE CHILD’S GUIDE. 5k 


of stats to walk through the dirt with; and I had 
a hoop, but it broke. 

Mr. L. And do you want nothing else ? 

B. No. I have hardly time for those ; for | 
always ride the horses to the field, and bring up 
the cows, and run to the town on errands, and that 
is as good as play, you know. 

Mr. L. Well, but you could buy apples or 
gingerbread, at the town, I suppose, if you had 
money. 

B. O,Ican get apples at home; and as for 
gingerbread, I don’t mind it much, for my mammy 
gives me a piece of pie, now and then, and that is 
as good. 

Mr. L. Would you not like a knzfeto cut stacks ? 

B. 1 have one—here it is—brother Tom gave 
it to me. 

Mr. L. Your shoes are full of holes—don’t you 
want a detter pair ? 

B. J have a better pair for Sundays. 

Mr. L. But these let in water. 

B. O,Idon’t care for that. 

Mr. L. Your hat is all torn too. 

B. VWhavea better hat at home, but I had as 
lief have none at all, for it hurts my head. 

Mr. L. What do you do when it rains ? 

B. If it rains very hard, I get under the 
fence till it is over. 

Mr. L. What do you do when you are hungry 
before it is time to go home ? 

B. I sometimes eat a raw turnip. Oa 

Mr. L. But if there ave none ? at 

B. Then I do as wellas I can ; 1 work on, and 
never think of it. Pe 


52 THE CHILD’S GUIDE. 


Mr. L. Are younot dry sometimes, this hot 
weather ? 

B. Yes, but there is water enough. 

Mr. L. Why, my little fellow, you are quite 
a philosopher. 

Bay Sint 

Mr. L. say you area philosopher; but lam 
sure you do not know what that means. 

B. No sir—no harm, I hope. 

Mr. L. No, No! Well, my boy, you seem to 
want nothing at all, so I shall not give you money 
to make you want any thing. but were you ever 
at school ? 

B. No sir, but daddy says I shall go, after 
harvest. 

Mr. L. You will want dooks, then. 

B. Yes sir, the boys all have books. 

Mr. L. Well, then, I will give you them—tell 
your daddy so,and that it isbecause I thought you 
a very good, contented boy. So now go to your 
sheep again. 

B. Iwill, sir. Thank you. 

Mr. L. . Good bye, Peter. 

B. Good bye, sir. ’ 


Now, children, what do you think of little Pe- 
ter? You see he was contented with every thing. 
Was not this much better than if he had complain- 
edof having to work, and of not having more 
playthings? In the next lesson you will see how 
a child appears, who cries at every trifle. 


What was Peter doing in the field? Did he like to 
work? What did he have to play with? &c. 


THE CHILD'S GUIDE. a3 


LESSON XX. 
THE LITTLE GIRL WHO WAS CROSS. 


“ What is the matter, Mary? What makes you 
throw your pretty patchwork on the floor, and 
stamp on it so?’ Mary’s cheeks were very red ; 
for she felt a little ashamed, that her mother should 
see her behave so; and she said, “ It is very ugly 
patch work, amuther, very ugly zudeed ; and the 
needle is very ugly too. It pricks my fingers 
every minute.” 

“That is because you do not feel very good-na- 
tured, my dear ; not because the needle is naughty,” 
said her mother. ‘ You push the needle in such 
a hurry, that it pricks your fingers.” 

“T donot love tosew. May I get my play-things, 
mother ?” asked little Mary. Her mother told her 
she might get them. So Mary brought out her 
wooden lion and lamb, and her waxen doll, and 
her little milk-maid with her churn. . 

Then Mary twitched the string that kept the 
milk-maid churning, and it broke, so that she could 
not raise her arm up and down any more, and Ma- 
ry cried. “ What is the matter ?” asked her mother. 

“ She is a very wgly milk-maid,” said Mary, “I 
cannot make her churn any more.” ‘“ That is be- 
cause you were cross, and pulled a string so hard 
that you broke it,” said her mother. 

Before Mary could dry up her tears, her father, 
and her little cousins, George and Charlotte, came 
in. When her father asked what made her eyes 
look so red, her mother said, * Little pier is cies 


to-day.” 
5% 


54 THE CHILD’S GUIDE. 


“O no, I am not cross,” said Mary; and she was 
just going to cry again ; but her father hooked at 
her very kindly, and though her lips trembled a lit- 
tle, because she was very much grieved, she did 
not cry aloud. 

And she ran to find her very little paz/, full of 
pretty corn,that she might show it to Charlotte. 
And Charlotte brought her a very little swan, and 
a piece of steel; the swan’s mouth was made of 
magnet. 

Now magnet doves steel, dearly, and will run to- 
wards it. So they put the swan in a basin of wa- 
ter ; and when they held the steel a little way off 
from the bird, he would swim all round the water 
to catch the piece of steel. 

Mary laughed very much, to see him fly round 
so; and she put a piece of dread on the steel, and 
held it to him and said, “Come, biddy, come.” And 
the bird swam round after the bread, just as he 
would if he had been alive and hungry. 

Then Charlotte told her that she must not hold 
the steel too near the swan’s mouth, for if she did, 
it would fasten on it, and she could not pull it off. 
Then George and Charlotte ran into the next 
room, to play with her cousin’s bow and arrow, 
and her little pail of corn. 

While they were there, Mary held the steel 
too near the bird; and his mouth and the-steel 
fastened together, just like two pieces of wax; 
and because Mary could not pull the steel off, she 
screamed with all her might; for-she forgot that 
when her father looked kindly at her, she did not 
mean to cry any more that day. 


? 


5 


THE CHILD’S GUIDE. 55 


“ What ! crying again?” said her mother. “Why, 
mother, I did not mean to cry any more; and I 
should not have cried,—but this swan is so very 
ugly, he will not let go this piece of steel.” 

“Tt is not the swan that is naughty,” said her fa- 
ther. “It is my own little Mary, who is not very 
good-natured. You put the steel too near the bird, 
and then because it fastened on his mouth, you 
screamed.” 

“ Why did not you, like a patient little girl, say, 
Mother, will you be so good as to take this off ? 
Would it not have been much better than to cry 
so?” Mary said that it would have been much bet- 
ter; and then she meant to be pleasant all day. 

But George came running in witha dead bwtter- 
Jy which he had found on the window; and he 
struck his foot against Mary’s little pail and spilied 
all the corn on the floor. “O dear,” said Mary, 
“ What an ugly pail.” And she cried again. 

When George had picked up all the corn, and 
Mary was quiet, Charlotte asked her aunt if she 
would be so good as to cut out some houses, and 
trees, and dogs, from some nice white paper, she 
held in her hand; and her aunt cut out a great | 
many pretty things and made some little boats, 
and cocked-up hats for her and Mary. 

After that, Mary’s father went down into the 
library ; and her mother said she was going to her 
chamber, a moment ; and she said, ‘‘ You must be 
very kind to each other, and I hope I shall not 


. hear Mary cry again to-day.” 


What can you tell me of Mary? Of her troubles ? &c. id 


56 THE CHILD’S GUIDE. 


LESSON XXI. 
MORE ABOUT THE GIRL WHO WAS CROSS. 


Now Mary’s mother had told her a great many 
times, never to put any thing in her nose and ears ; 
but when little girls are cross, they never know 
what to do with themselves; so Mary rolled up 
some of the paper, and stuffed it in her ears; and 
after she had done it, she was frightened, because 

her mother had told her it might hurt her very 
much. 

So she cried, and ran to the foot of the stairs, 
and called out—“ Mother, mother, I’ve gota cock- 
ed-up-hat in my ear.”” And her father and mother 
both came very quickly; for she called so loud, 
that they thought she was half killed ; and when 
they heard what she said, they laughed very much ; 
and that made Mary cry louder. 

Her mother took the paper hat out of her ear, 
and dried up her tears; and when Mary looked 
round, she saw Charlotte sitting in her father’s 
lap; and she puckered up her lip, and looked up 
to her mother with a very grieved face. 

Her mother shook her jinger at her,—so she 
did not cry; but her voice trembled very much, 
_as she said, | “ Mother, Charlotte is sitting in my 

‘father’s lap. 

. « That is heats Charlotte is a good girl, and 
does not cry,” said her father. “ If little Mary had 
been a good- -natured girl, she would have satin my. 
lap, too.” May could not dear that ; for she loved 


THE CHILD’S GUIDE. 57 


her father very, dearly,—and she Jaid her head 
down in her mother’s lap, and sobbed. 

“Mary is seck, very sick, I am sure,” said her 
mother. ‘Charlotte, will you ring the bell, that I 
may tell Susan to take her to the nursery? She 
is too sick to sit up, | am swre.’ 

“Oh, no, 1 am not sick; Iam not sick; but I 
do want to cry,” said Mary. But she knew it was 
naughty to do so; and in a few moments she 
took her mother’s handkerchief, and wiped her 
face quite dry. 

A gentleman came in, and began to talk with 
her father ; and by-and-by, her father showed him 
one of Mary’s picture books, and asked him to 
take it home, to show it to one of his little girls. 

He put it in his pocket ; and then Mary thought 
she should burst out crying again; but she re- 
membered that her father had said she must not 
sit in his dap if she cried,—so she crept up softly 
behind his chair, and said, “ Father, that is my 
book.” 

ae | know it, my dear; and you shall have it 
again,” whispered her father. In a few.minutes, 
the gentleman went away, with the book in his 
pocket; Mary tried very hard to keep the tears 
from coming into her eyes. 

She shut her mouth tight, and winked her eyes ; 
and so she kept from crying. When she looked up, 
she saw her father was very much pleased wi 
her, for trying to be so good. A 

He took her up in his lap, and kissed her, nd 
said, “ Now little Mary shall sit with me, because 
she ‘Aid not cry, when she wanted to D Very much 
indeed.” 


” 


oS THE CHILD’S GUIDE. 


And Mary said, “I never mean to cry so much 
again. My playthings break, and nobody loves 
me, and I feel sadly when I am so cross.” 

She was a better girl, afterwards: for she was 
always afraid that her mother would be obliged to 
tell her father again, “Little Mary is eross to- 
day.” 


What was in Mary’s ear? What was it made of? 
What was done with one of Mary’s picture books? Should 
ehildren be willing that others should read their pretty 
books? Is it foolish and wrong to cry at every trifle? 
‘Would you rather be hke Mary, or Peter? 


LESSON XXII. 
THE WAY NEVER TO CRY. 


When little Robert Smith was about seven years 
of age, he was sitting one day ona little step, be- 
fore the door of his father’s house, crying very 
much. 

Just at that time, Robert’s waele came to fetch 
hai, to play with his little cousens ; but as soon as 
his uncle saw his red eyes, and how dir ty he had 
3 ade his face, by wiping the tears away with his 


“dirty hands, he thought he would not take Robert 
that day, but aeiild rather wait, and see if he 
would not be a better boy. 
For,” said his uncle to himself, “I canhnat 
falc through the streets with anaug iy boy ; and 


THE CHILD'S GUIDE. 59 


{ am sure he must have been naughty, or he would 
have no cause to cry.” 

When his uncle came up to the little step where 
Robert sat, he said, “ Well, Robert, are you always 
crying ?—What is the matter 2” 

“Dear uncle,” answered Robert, sobbing and 
rubbing his face again with his dirty hands; “I 
cry almost all day long.” —‘ Where 1s your pocket 
handkerchief?” said bis uncle: “you should not 
wipe your face with those dirty hands.” 

“T have dost my handkerchief,” answered Ro- 
bert. ‘ Did any one take it out of your pocket ?” 
asked his uncle. ‘ No,” said Robert: ‘TI laid it 
down somewhere, and when I wanted it, I could =~ 
not find it: Iam sure it must be lost.” 

“ But, my dear Robert,” said his uncle, “ when- 
ever you use your pocket handkerchief, you should 
never lay it down, but always put it in your pock- 
et: for if you do not know where you have put 
it, you can never know where to find it.” 

Robert cried and sobbed still louder than before ; 
and stammered out as well as he could, “Dear 
uncle, do not you find fault with me too: every. " 
body huffs and reproves me all day long. 

“When I go to the school, my master punishes 
me for not saying my lesson ; when I come home, 
tlie maid says,‘ O you naughty boy; what a house 
you make with your dirty feet;’ when I go into 
the parlor, my father says, ‘ Why do you not sh 
the door after you? 

“ My brothers and sisters are angry, and adanel 
with me, whenever I break or lose any of their — 
playthings: and now I have beenturned outofthe 
room, because I did not go to dinner when the s ser- 


Aes 


PELs 


ace 


60 THE CHILD’S GUIDE. 


vant called me, but staid to finish my game at ball 
with that little boy you met as you came.—lIs it 
not very hard, dear uncle,—is it not very sad ?” 

When Robert had done, his uncle said, ‘“ Yes, 
my dear little boy, I dare say you find it very hard 
to be huffed and found fault with; but you should 
remember, my love, that nobody ever finds fault 
with good children, and that if you were to try 
and never do wrong, nobody would ever huff you 
or make you cry. 

~ © Now I think it would be better, when you come 

_from school in the afternoon, if you were never to 
go to play, till you have learned your lesson for 
the next morning. 

“ The next morning read it carefully over again 
before you go to school; and when you have said 
your lesson well, your master will not puwnzsh you, 
but will say that you are a good boy, and that you 
will be a clever man. 

_» “When you come home from school, stop at the 

door, and scrape your feet; not carelessly, but in 
a careful manner : then go to the mat and rub them 
wo they ; are clean; and then the maid will say, 

*Here comes our little Robert; he is a good boy 
—d05 you not hear how he scrapes "and rubs his feet?” 

When you go inor out of aroom, shut the door 
every time after you. When you are with your 

ae brothers ‘and sisters, never touch or take away any 

of their playthings, without first asking leave. 

i aly they let you have any thing, take care not to 
break it or lose it, and then your brothers and sis- 
_. ters will never guarre/ with you, but will dove you 

oe (and lend you any thing they have. 

a ‘a would have you try and do all this, for a few 


= 


THE CHILD’S GUIDE. 


THE CRYING BOY. 


THE CRYING BOY REFORMED. 


Now I never cry, and every body loves me.”—p. 6% ) 


Tay: 


6 


62 _gEHE CHILD'S GUIDE. 

wv 
days, and I am sure, when I comeagain, you will 
tell me you have had no cause to cry.” 

Little Robert remembered what his uncle had 
said to him, and tried to be a good boy ; he became ~ 
every day better and better, and cried every day 
less and less. 

In about a week, Robert’s uncle came again. 

Robert ran to meet him at the garden gate. 

“Q,” said Robert, “ what a good uncle you are ; 
you have made me quite happy. I have tried and 
done all that you told me; now I never cry, and 
every body loves me.” 

“Tam very glad to hear it, my dear child,” an- 
swered his uncle; “now you shall go with me. 
The ast time I came, you should have gone; but 
as I found you a bad boy, I could not take you.” 


LESSON XXIII. 
DEFINITIONS. 


Absent, away, not at home. 
Instrument, a tool. 


THE GIRL WHO SWALLOWED FRUIT-STONES. 


len Martin had a habit of swallowing the 
ones of fruit. She once made herself so ill with 
cherry-stones, that her mother would not allow her 
to eat any more cherries that season. 

But notwithstanding, as soon as plums came, she 
began to swallow plwm-stones: and at last she 


THE CHILD’S GUIDE. 63 


thought of trying to get down the stone of a peach. 
So she put one into her mouth, intending to take it 
out again, if she found it too large. 

Just at that moment she happened to look out of 
the window near which she was standing, and she 
saw her father arrive at the door, after having 
been absent several weeks on a journey. 

She was so glad to see him return, and she ran 
down stairs to meet him in such haste, that she 
forgot the peach-stone in her mouth. In running, 
she shook it down into her throat, where it stuck 
:o fast that it could not be moved. 

It choked and hurt her so dreadfully, that she 
thought she was going to die. Her face turned 
black with pain, and her eyes looked as if they 
were going to start from her head. 

Her father and mother were shocked when they 
saw her. She could scarcely speak so as to make 
them understand what was the matter. 

A doctor, who lived next door, was sent for, and 
with great difficulty he pulled out the peach-stone 
by putting an zstrument down her throat, which 
was sore for a long time after; it having been so 
scratched and scraped that she spit up blood. 

She never again swallowed fruit-stones. 


Can you name a boy who is absent from school? A 
girl? Can you name an instrument for cutting wood? For. 
mending a pen? Should you be choked if you had no. 
air to breathe? How much air do you inhale inad 
About one hundred hogsheads. » apne 


64 THE CHILD’S GUIDE. 


LESSON XXIV. 


THE LEOPARD. 


The Leopard is an animal of the cat kind.’ The 
back of this animal is as high as the head of a 
child of two years old, and his body is as long as 
a bench on which four or five children can sv. 

He is about two feet anda half high, and a little 
more than four feet and a half long. His shape 
is like that of the cat and the tiger. His head is 
small; his ears short; his body long, and his legs 
short and’ strong. 
His color, along the back, is yellowish brown, 
potted. with bide: ; his head, face, and throat are 
ule brown, and his breast pale yellow. Every 
part. of his skin is spotted with black. 

When this animal is quiet in his cage, and no one 
goes near him, he looks mild and innocent, like a 
cat. But if any person goes to him when he is 


THE CHILD’S GUIDE. 65 


eating, or strikes at him with a whip, he growls, 
shows his teeth, and looks very fierce and dan- 
gerous. 

The Leopard is not so cruel or ferocious a beast 
as the tiger. He is more kind to his keeper than 
the tiger, and will not always dite when he is 
touched with the hand. 

He can even be tamed when taken quite young, 
and treated with kindness. Some Leopards have 
been so tame as to follow their masters like the 
dog, and when patted on the head, to purr like the 
cat. 

He is however a dangerous animal, when ever so 
tame, for he will sometimes get angry and fly at his 
master and try to tear him in pieces. This animal 
is found in the greatest numbers in Africa ; but he 
also lives in China. 

The Leopard lives on such animals as he can 
catch, by springing upon them in the woods. But 
sometimes, when he is hungry, he will leave the 
woods, and go to the sheep-yards, where he makes 
terrible destruction, often killing a whole flock 
in one night. 

The hunting Leopard is not so large as the com- 
mon Leopard. He is sometimes tamed and taught 
to catch other animals for his master. He is taken 
into the woods ina cage, and when his master sees 
a deer, he takes the Leopard out and shows it to 
him. The cunning animal creeps along slyly, | ike 
a cat, until he gets near his game; he then sprin 
upon it, and holds it fast for his master. ua By 

The skin of the Leopard is very beautiful, i ae 
sells at ahigh price. The flesh of ie dogs ee 


6 


66 THE CHILD'S GUIDE. 


useful in Africa, where he is eaten by the poor 
negroes. 


Is a sheep ferocious ? Is a dog, when angry, ferocious ?— 
How large is the Leopard? What is his color? How 
does he look when no one is near him? When he is eat- 
ing? Can he be tamed? What does helive on? Of what 
use is the Leopard ? 


LESSON XXV. 


DEFINITIONS. 


Anecdote, a short story. 

Provider, one who gets things ready for others. 
Sheep-fold, a pen where sheep are kept. 
Robbery, theft done by force. 

Contend, to quarrel. 

Pursue, to go after. 


Can you tell me the opposite of Pleasure? Of 
Peace 2 Contented? Wrong? Right ? 


ANECDOTES OF THE LEOPARD. 


The Leopard, like other beasts of this kind, 
shows no mercy to such living creatures as he . 
can master. He kalls what he does not want, and 

so long as he can have the pleasure of destroying, 
‘he does not even eat. 
~ Thus, he often kills great nzmbers, without eat- 
ing any. Mr. Kolbe says, that two Leopards, with 
their three young ones, stole into a sheep-fold one 


THE CHILD’S GUIDE. 67 


night at the Cape of Good Hope, and killed nearly 
a hundred sheep. It seemed, from the short time 
they had to make all this destruction, that they did 
not eat any thing until all the sheep were killed. 

The old ones then took three sheep, that were 
dead, and laid them before their yowng ones to eat, 
and having all ate as much as they wanted, the pa- 
rents like good providers for their family, each 
took a whole sheep in their mouths, and began to 
move towards the woods. 

They however paid dearly for this night’s rob- 
bery ; for the people, finding what had happened, 
pursued, and destroyed them all, except the old 
male, who escaped to the woods, in spite of all 
they could do. 

Mr. Kalbe also says, that the Leopard will not, 
like the wolf and hyena, eat flesh that has ‘oh 
long killed ; nor will he touch any meat that has 
been killed by other animals. 

Leopards are so selfish and quarrelsome, that 
they cannot live in peace even with each other. 
When two are shut up together in a cage, one 
seems to wish the other dead, so that he can have 
all the food that is given them. 

When they nave a piece of meat thrown in for 
both, they cannot be contented to divide it, and 
each take his part, but they both want the whole, 
so that they keep growling and striking each | 
other, as long as any of their food is left. das a 

When it is all eaten wp, and there is nothing to. 
contend about, they again become good-natured — 
and friendly, and lie down together in peace. Bie 
they are always ready to fight again, if ie Pi 
thing to quarrel about. ae 


68 THE CHILD’S GUIDE. 


Uhave seen some children, who, like the Leop- 
ards, were always ready to quarrel, or even to 
Jight, when they could not have every thing they 
wanted. Such children are much worse than Leop- 
ards, because these dumb beasts do not know good 
from evil, and therefore do not know that it is 
wrong to fight. 

But children know good from evil. They are 
taught by their parents, and at Sunday Schools, 
that itis not only mean and shameful to quarrel 
and fight, but that it is wecked in the sight of God. 

Now let every child, when he is angry, say to 
himself, If I quarrel and fight I shall be no better 
than a leopard or a dog ; but I ought to be better 
than these animals, for God has given me power 
to speak, to know good from evil, which power he 
has not given to the beasts. 

Let him think, also, that if other children quar- 
rel, and do wicked things, this is no excuse for 
him, and that it is better in the sight of all good 
people, and in the sight of God, to suffer wrong 
than to do wrong. 


: 


What is said of the Leopard’s showing mercy? What 
of those who broke into a sheep-fold? How will two 
Leopards appear when shut up in a cage together? 
What is said of children who are always ready to quar- 
rel? What should every child say to himself when he 
gets angry? What is better than to do wrong ? 


THE CHILD’S GUIDE. 69 


LESSON XXVI. 
DEFINITIONS, 


Delicious, highly pleasing to the taste. 
Attracted, engaged, invited. 

Ascend, to go up. 

Arrive, to get to a place. 

Recover, to get back again. 


Can you tell me the opposite of Began?  Possi- 
ble? Quick? Slyly? Behind? Returned? 
Thinner? Narrow? Safe ? 


HOW TO MAKE THE BEST OF IT. 


Robinet, avery poor man, after a hard day’s 
work, was returning home with a basket in his 
hand. What a delicious supper I shall have! 
said he to himself. 

This piece of kid well stewed down, with my 
onions sliced, thickened with my meal, and sea- 
soned with my salt and pepper, will make a dish 
fit for the governor. 'Then [have a good piece of 
a barley loaf at home to finish with. How | long 
to be aé it! 

A noise in the hedge now attracted his notice, 
and he spied a squirrel nimbly running up a tree, 
and popping into a hole between the branches. 
Ha! thought he, what a nice present a nest of 
young squirrels will be to my little: ee Pil 
try if L can get it. Mu 


70 THE CHILD’S GUIDE. 


Upon this, he set down his basket in the road, 
and began to climb up the tree. He had half as- 
cended, when casting a look at his basket, he saw 
a dog with his nose in it, ferreting out the piece of 
kid’s flesh. 

He made all possible speed down, but the dog 
was too guick for him, and ran off with the meat 
in his mouth. Robinet looked after him—Well, 
said he, then I must be content with a soup, with- 
out meat—and no bad thing either. 

He travelled on, and came to a little public 
house by the roadside, where an acquaintance of 
his was sitting on a bench, drinking beer. He in- 
vited Robinet to take a draught. Robinet seated 
himself by his friend, and placed his basket on the 
bench by him. 

A tame raven, which was kept at the house, 
eame slyly behind him, and perching on the basket, 
stole away the bag in which the meal was tied up, 
and hopped off with it to his hole. 

Robinet did not perceive the theft till he had 
sot on his way again. He returned to search for 
his bag, but could hear no tidings of it. Well, 
says he, my soup will be the thinner, but I will 
hoil a slice of dread with it, and that will do it 
some good at least. 

He went on again, and arrived at a little brook, 
over which was laid a narrow plank. <A young 
Avoman coming up, to pass at the same time, Robi- 

«net offered her his hand. 
- Assoonas she had got to the middle, either 
through fear or sport. she shrieked out, and cried 
she was falling. Robinet hastening to support her 


we 


THE CHILD’S GUIDE. 71 


with his other hand, let his basket drop into the 
stream. 

As soon as she was safe over, he jumped in and 
recovered it, but when he took it out, he perceived 
that all the salt was melted, and the pepper wash- 
ed away. Nothing was left but the onzons. 

Well! says Robinet, then I must sup to-night 
upon roasted onions and barley bread. Last night 
I had the bread alone. ‘To-morrow morning it 
will not signify what I had. So saying, he trudg- 
ed on, singing as before. 


What can you tell me of Robinet and his losses? Can 
you name something which you think is delicious? Some- 
thing else? Is wormwood delicious? &c. What will 
attract a horse? A cat? What ascends the chimney ? 
Does rain ascend? Can birds ascend? Where shall you 
arrive soon afterschool is out? Can you recover your time, 
if you spend it idly? &c. Are those persons the most 
happy who make the best of every thing ? 


LESSON XXVIL. 


THE LITTLE MISER. 


Mr. and Mrs. Anderson had four children; and 
William was one of them. He would never spend 
a cent; but used to put all the pocket-money that 
was allowed him, and all the money that any ~ 
body gave to him, into an old garden pot. ae'5"s 

he garden pot was covered over with a piece — 

of wood, and hidden in a corner of the garden, — 
under some earth and brick-bats ; so that no one — 


could see it, or know where to find it. 


72 THE CHILD’S GUIDE. 


The greatest pleasure William had was to cownt 
over his money, and to cover it wp again. 

When William and his brothers and sisters were 
seated, one morning, at breakfast, his father said, 
“Children, do you know that last night, while we 
were all sleeping safely and quietly in our beds, 
there was in another part of the town a dreadful 
jire, which has burnt the houses, and the clothes, 
and the furniture, of a mwamber of very poor, but 
very honest people ?” 

“OQ, poor creatures, that is very shocking: I 
wonder what they will do?” said Sophy. “Iam 
going to tell you, love,” said the father. “ After 
_ there has been a fire, there are always many peo- 
ple who go to see the ruins.” 

“ What do you mean by ruins ?”’ asked Edward. 

“ After a house has been burned, so as to fall 
down, there remains in the place where the house 
stood, a great heap of the brick-bats, and wood, 
and mortar, of which the house had been made, 
and even sometimes there remains still a part of the 
house : now this, all together, is called the ruins. 

“Do you all understand me, children ?” asked 
the father. The children said they understood it 
very well; and he went on. 

“ Now | was telling you, that many people go 
to see these ruins. There stands aman near the 
place, with a box or a plate in his hands, and he 
holds the box or plate to the people who go, and 
they put money into it; and this money is given to 
the poor people whose things have been durant. 

“ Your mother and J are going to take a walk to 
the place to-day, and if any of you like to go with 
us, we will wait till you all come from school.” 


The children thanked their father, and said they 


THE CHILD’S GUIDE. 73 


should like to go; and as soon as breakfast was 
over, the children went to school. At 12 o’clock 
they all came home again, and found their father 
and mother ready to go; and Sophy asked her 
mother, whether she intended to give any thing to 
the poor people. 

The mother said, she went there on purpose to 
give them something. ‘“ Your father,” said she, 
“will give for himself and me.” Sophy said 
she had three sixpences, and that she would give 
one of the sixpences to her father, that he might 
give it for her. 

Edward said, he could not give any thing, be- 
cause he had given as much as he could afford the 
day before, to a poor woman who went to the 
hospital. Little Anna, the youngest child, said, 
“pray, father, do you think that three cents will do 
the poor people any good ?” 

“Three cents alone, my child,” said Ahe father, 
“would do butdittle good ; but when we think that 
many persons will give three cents a-piece, who 

cannot afford to give any more ; and that all these 
cents together will make a large sum of money, I 
think you will do well to give it to them.” 

William stood in the corner of the room ; but he* 
did not say a word, or offer to give any thing. 
“ William,” said the mother, “now you may do 
good with some of the money you have. I am 
sure you must have a great deal, for I believe you 
never spend any thing.” 

“No,” said William, “I never peat any. I 
have all my money safe.” ' 

“And for what purpose do you keep it, my 
ae 2 we. do you intend to do with it ” 


/ 


/ Sou t 
/ of Soe Yh 
+ ies 
mt 


74 THE CHILD'S GUIDE. 


THE LITTLE MISER. 


: 
Wit 

ait 
ol. 


if tt 
iit 


Ip 
Ladin 
nN 


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== S 
-=t\| > 


(ee 


“This money is given to the poor people whose things have beer 
burnt.’’—p, 72. 


LITTLE MISER PUNISHED. 


r, ay) 
aaa 


= 


“How vexed and. eoiry. he Was, tolind his nioney all come 76. 


\ 


THE CHILD’S GUIDE. Va 


“IT do not intend to do any thing with it; Llike 
to keep it, and get more to put to it.” | 

William’s father told him, that money was o 
no use, except when we would do good with it, 
either to ourselves, or to those who are in want of 
it. “If you saved your money to do any thing 
with, or to buy any thing with, or to give to any 
body, I should think you did right; but, as it is, 
William, I think you act very wrong.” 

When William’s father had said this, they all 
set out; and when they came to the place where 
the fire had been, they found many poor people, 
and many poor children. 

Some were sitting half naked, because all their 
clothes had been burnt ; and many poor children 
were crying for their fathers and mothers who had 
been burnt ; or who had broken their arms or legs, 
in jumping out of the windows to save their lives. 

When Mr. Anderson, the children’s father, put 
the money, which he and their mother gave, into 
the box which the man held in his hand, Sophy 
said softly to her brother William, “If you could 
only be half as happy as we are, from thinking 
that what we give to these poor people will help 
to make them more happy, you would not mind 
giving them all you have.” 

“There is no need of my giving them any thing,” 
said he. ‘ Did not you see how many people there 
were who gave them money ?” 

“ But,” said Sophy, “ suppose every body, instead — 
of giving them something, had said, ‘O, there 
will be pegple enough to give; I have no need to 
give,’—do you not think they would have had very 
little 2?” ‘i, ls @ 


f 


eat 


76 THE CHILD’S GUIDE. 


William nad not had time that day to look at 
his money and count it ; and therefore, as soon as 
they all got home, he went into the garden, to the 
place he always kept it in, and lifted up the brick- 
bats which covered his garden pot. 

He then lifted up the bit of wood which lay 
over the pot—but how vexed and sorry he was to 
find his money all gone,and a parcel of little stones 
instead of it, and a little piece of paper, on which 
was written— 

“Foolish boy! your have only lost that which 
you did not wse; and stones will do as well to 
count as money.” 

What can you tell me about little William? Should 
we always try to help those who are in trouble? Is it best 
to do any thing, if we can help them but little? Why? Is 
it best to spend money for things which do no good, while 
many poor people have no way to get food? Would you 
rather be like William or Sophy? 


LESSON XXVIII. 


DEFINITIONS. 


Obstruct, to stop, to hinder in passing. 

Ferry, to carry over water in a boat. 

Habitation, a place to live in. 

- Hospitable, kind to strangers and visitors, without 
wanting pay. 


THE MAN WHO WAS HOSPITABLE. 


As Judge Hall was returning from one of the 
Western States, he was overtaken by the night, and 


THE CHILD’S GUIDE. 77 


found his path obstructed by ariver. Seeing a 
house on the opposite side, he called for help. 

A half-naked fellow came down, and with some 
trouble ferried him over. The Judge followed 
him to his habitation. It was of the meanest kind, 
being made of logs, and having but one room. 
‘There were seven or eight persons in the family, 
and every thing looked as if they were very poor. 

“ After drinking a bowl of milk,” says the Judge, 
“which I merely called for by way of excuse for 
paying him a little more for his trouble, I asked to 
know his charge for ferrying me over the water ; 
to which he good-humoredly replied, that he ‘ never 
took money for helping a traveller on his way.’ 

“ Then let me pay you for your mk.” 

“T never sel? milk.” 

“ But,” said I, “I would rather pay you; Ihave 
money enough.” 

“ Well,” said he, “I have milk enough ; ; so We 
are even. I have as good a right to atte you mulk, 
as you have to give me money.” 


Can you obstruct the burning of a fire? How ?—What 
kind of habitations do people have here? What are they 
made of? Where do squirrels make their habitations ? 
Would the poor man have been hospitable if he had asked 
a great price for helping the other man? Would it have 
been right ? Do you think little William would have 
wanted nay, -f ne hespea any body? Why? 


- & 
sets COX S RR 8) 
ie Eee bey cio 
ah 


78 THE CHILD’S GUIDE. 


LESSON XXIX. 
DEFINITIONS. 


Debate, a dispute. 

Resign, to give up. 

Enslave, to make another a slave. 
Shaft, the pole of a carriage. 


THE HOG AND. OTHER ANIMALS. 


A debate once arose among the animals in a 
farm-yard, which of them was most valued by 
their master. After the horse, the ox, the cow, the 
sheep, and the dog, had spoken, the hog took up 
the discourse. 

“Jt is plain,” said he, “that the greatest value 
must be set upon that animal which is kept most 
for his own sake, without expecting from him any 
return of use and service. Now which of you can 
boast so much in that respect as I can ? 

“As for you, horse, though you are very well 
fed and lodged, and have servants to attend upon 
you and make you sleek and clean, yet all this is 
for the sake of your dador. 

“ Do not I see you taken out early every morn- 
ing, put in chains, or fastened to the shafts of a 
heavy cart, and not brought back till noon ? when 
after a short respite, you are taken to work again 
till late in the evening. I must say just the same 
to the oz, except that he works for poorer fare. 

“As for you, Mrs. Cow, who are so dainty over 
your chopped straw and potatoes, you are thought 


THE CHILD’S GUIDE. 79 


worth keeping only for your milk, which is drained 
from you twice a day to the last drop, while your 
poor young ones are taken from you, and sent I 
know not whither. | 

“ You, poor innocent sheep, are turned out to 
shift for yourselves upon the bare hills, or penned 
up with now and then a withered turnip, or some 
musty hay. 

“ You pay dearly enough for your keeping, by 
giving up your warm coat every year, for want of 
which you are liable to be frozen to death on some 
of the cold nights before summer. 

“ As for the dog, who prides himself so much 
on being admitted to our master’s table, and made 
his companion, that he will scarcely condescend to 
reckon himself one of us, he is obliged to do all 
the offices of a servant by day, and to keep watch 
during the night, while we are quietly asleep. 

“In short, you are all of you creatures main- 
tained for wse—poor things, made to be enslaved 
or pillaged. J, on the contrary, have a warm 
stye and plenty of provisions, all at free cost. 

“| have nothing to do but grow fat and follow 
my amusement; and my master is best pleased 
when he sees me lying at ease in the sun, or filling 
myself.” 

This was not long before winter began. It 
proved a very scarce season for fodder of all kinds, 
so that the farmer began to consider how he was 
to maintain all his live stock till spring. 

“ Tt will be zmpossible for me,” thought he, “ to 
xeep them all ; I must therefore part with those I 
ean best spare. As for my horses and: working 

thas " el yitih 


4 


80 THE CHILD’S GUIDE. 


oxen, I shall have business enough to employ 
them ; they must be kept, cost what it wed. 

“ My cows will not give me much in the winter, 
but they will in the spring. I must not lose the 
profit of my dairy. 

“The sheep, poor things, will take care of them- 
selves as long as there is a bite upon the Azlls ; and 
if deep snow comes, we must do with them as well 
as we can, by the help of a few turnips and some 
hay, for I must have their wool at shearing time. 

“But my hogs will eat me out of house and 
home, without doing meany good. They must be 
killed, that’s certain ; and the sooner I get rid of 
the fat ones, the better.” 

So saying, he singled out the orator as one of 
the fattest among them, and sent him to the butcher 
the very next day. 


When shall you have a respite from study? Ought you 
to have one before you have Jearned your lesson? Can you 
name something to which you are’liable? Something else? 


LESSON XXX. 
THE LISTENER. 


Charlotte Walden had a constant desire to hear 
what every body was saying, and she was so mean 
as to listen at doors, and to hide herself, that she 
might hear things that were not ¢atended for her to 
know. ae pax 


wit 
PA on: Cae 


THE CHILD’S GUIDE. 8] 


Charlotte’s mother often told her that a listener 
is almost as bad as a thief. <A thief steals money 
or property that belongs to other people, and a lis- 
tener steals the secrets of others. 

All persons that are in the habit of listening, 
make themselves appear mean, and deserve to be 
punished. 

Charlotte’s father and mother sent hel out of the 
room, when they were going to talk of any thing 
that they did not wish her to hear, but she always 
remained listening at the door with her ear close 
to the key-hole. 

One of her curls once got entangled in the key, 
and when her father suddenly opened the door, 
she fell forward into the room, and hurt her nose 
so that it dled. 

When she knew that her mother had visztors in 
the parlor, or that her father had gentlemen there 
with him on business, she would quit her lessons or 
her playthings, and come softly down stairs and 
listen at the door; or would slip into the garden 
and crouch down under the open window, that she 
might hear what they were saying. 

Once when she was stooping, half double, under. 
the parlor window, her father, not knowing that 
she was there, and finding that a fy had got into a 
glass of beer that he was going to drink, went to 
throw out the deer, and emptied the tumbler on 
Charzlotte’s head. 

Once when she heard her mother say, that she 
expected two ladies at three o’clock on particular 


business, Charlotte went into the parlor rege the arid 


time of their arrival, and hid herself Ls 
that stood there. 


$2 THE CHILD’S GUIDE. 


Here she lay till the ladies arrived, and her mo- 
ther came down to them. A dog belonging to one 
of the ladies ran directly to the bed, and began to 
snuff and scratch as if he had found something. 

The lady said, “I think Carlo must have smell- 
ed a cat under the bed.” Mrs. Walden got up to 
look, but before she reached the bed, the dog had 
lifted the bed-clothes with his nose, and discovered 
the naughty girl, who hid her face with her hands. 

Her mother called one of the maids, desiring her 
to take Charlotte and lock her up in a back cham- 
ber, for the remainder of the day. 

One evening, after she was old enough to put 
herself to ded, her little amp blew out as she was 
going up stairs, and she went down to the kitchen 
to get it dighted. When she came near the door, 
she found that the servants were talking with some 
of their acquaintances about families in which 
they had formerly dived. 

Being very desirous of hearing all they said, 
she did not go into the kitchen to light her lamp, 
but slipped into the cellar, which had two doors, 
one opening into a little entry, and one into the 
kitchen itself. 

Leaning her head against this door, which had a 
very wide crack, she seated herself on a large log 
of wood, and listened for a while with great atten- 
tion, till she began to doze, and at last fell fast 
asleep. | 

When the servants were going to bed, they 
_ bolted both the cellar doors, not knowing that any 
person was there, and went up stairs, leaving 
Charlotte in a deep sleep. 


THE CHILD’S GUIDE. 83 


Some time in the middle of the night she awoke 
by falling off the log backwards, upon a heap of 
coal. The back of her neck and head were very 
much Aurt, and began to dleed. 

When she first awoke, she did not know where 
she was, or what had happened to her; but when 
she found herself alone at midnight in the dark 
cellar, and felt the pain of the bruises and cuts in 
her head and neck, and knew that the blood was 
trickling from them, she began to scream violently. 

The loudness of the noise awoke her father and 
mother; and Mr.:Walden, putting on his flannel 
gown, and taking the night lamp, ran up into Char- 
lotte’s room, knowing the voice to be hers. To 
his great surprise, he found she was not there, and 
that there was no appearance of her having been 
in bed that nzgAt. 

The screams grew louder and louder, and Mr. 
Walden found that they came from the cellar. By 
this time, every one in the house was up ; and the 
women stood at the head of the stairs, while the 
servant man followed Mr. Walden. 

When they came to the cellar, they found Char- 
lotte stretched on a bed of coals, her white frock 
blackened by the coal dust, and stained with blood, 
her face deadly pale, and herself altogether in a 
sad condition. 

Her father took her in his arms, and it was some 
time before she could speak to tell how she came 
into the cellar. He carried her to her mother, who 
was much shocked to see her in such a wretched , 
State. 

Charlotte’s soiled and bloody clothes were taken 
off, and she was washed, and a clean night-gown 


84 THE CHILD’S GUIDE. 


put on her. The wounds in her head and neck 
were dressed with bandages, and she was car- 
ried to bed crying, and faint with the loss of blood. 
She had a high fever, and could not sleep, and 
her mother sat by her bed-side all the rest of the 
night. . 

By the time Charlotte Walden got well of her 
hurts, she was entirely cured of her inclination for 
listening, and never again showed a desire to over- 
hear what people were talking about or to pry 
into secrets. 


Is it mean tolisten at doors? What‘does a listener steal ? 
What do those who are in the habit of listening deserve ? 
What happened to Charlotte, when listening at the key- 
hole? Under the window? Under the bed? At the cel- 
lar door ? 

Can you name something which you are desirous of do- 
ing? Which you are not desirous of doing? What is the 
meaning of remain? When you are sent to do an errand, 
should you remain after it is done ? 


LESSON XXXI. 


LETTER FROM A LAD AT SEA, TO HIS MOTHER, 


Ship Fair Trader, June 14th, 1812. 


My Honored Mother, 


We have had éo%sterous and wet weather, and 

I have been very sea-sick, since we left New York; 

but it has been pleasant, yesterday and to-day, and 

Iam now much Zbetter. This sea-sickness is the 

most distressing feeling that I everknew. I could 
hardly hold up my head. 


THE CHILD’S GUIDE. 86 


For several days I ate nothing except one or two 
of the crackers you gave me. I don’t know but I 
should have starved, if it had not been for them ; 
for I could not bear the sight of the ship bread. I 
do not mean to complain, I only wanted to tell you 
just how it zs. Ina little time, I believe, I shall 
get hardened, and begin to eat of the sailors’ fare 
with a good relzsh. » 

Nothing very remarkable has happened to us, so 
far on our passage. Two or three vessels passed us 
at a great distance; and yesterday, an English 
ship came near us. The Captain hallooed to them, 
with his speaking trumpet. They said they were 
out twenty-one days from the city of Bristol, bound 
to Kingston in Jamaica. 

They were freighted with nails, window glass, 
hollow ware, dry goods, and crockery; and ex- 
pected to carry back a cargo of sugar, molasses, 
and pimento; with a few boxes of limes and 
lemons. 

One thing I could not help noticing. As aship 
approached us, at a great distance, it appeared like 
a speck on the surface of the water. We saw at 
Jirst only the top of the sails; because the sea, 
like a bow, rose up between them and us: but as 
Wwe came nearer, we could see lower and lower 
down the mast, till the whole body of the ship 
hove in sight. 

This shows plainly that the world is round. 
It was as if one little fly was creeping towards 
another, on an orange. They would first peep 
over the rounding part, and just see each other’s. 
backs ; and so, by degrees, down to the feet. | 


8 


86 THE CHILD’S GUIDE. 


It is now fifteen days that I have been out of 
sight of land. It appears as if the sun rose out of 
the sea in the morning, and sunk into it again at 
night. I shouldbe very glad to get a sight of 
hills and trees once more, and sleep in a house 
that will stand still in its place, instead of rolling 
about, and making my head so dizzy. 

Though I have been but a shorttime from home, 
I want very much to see you : all. When I get to 
Liverpool, I will write agains 

Please to give my best ee to uncle Jacob, 
and all our good friends. 

Your datiful son, 
“Jack Hatyarp. 


LESSON XXXII. 
LETTER FROM THE SAME, TO HIS BROTHER. 
On board the ship Fair Trader, “s 15th, 1812. 


My dear brother, : 

I wrote a letter yesterday for our ind mother. 
[ thought we should meet some vessel that would 
carry it to the United States, and that she would 
wish to hear how I make out in this new business, 
ploughing the water with a ship. It has beena 
pretty hard time with me; but I hope the worst is 
over. When I get home I will tell you more 
about it. : 
_ You may be sure I shall not make wry facet for” 
_ trifles ; but, if am any judge in the case, | have 
taken a pretty thorough seasoning with sea-sick- 
ness. I believe you don’t know much about what 


THE CHILD’S GUIDE. 87 


that means. You.will know very well, my good 
fellow, if you ever ¢ry it, though Captaim Mitchell 
says, it does not often quite Azld folks. 

Just after I finished the letter tomy dear mother, 
we saw a very large avhale, lying on the smooth 
sea. As our ship game near him, he began to 
spout and flounce, raising a great foam in the 
water, and soon dove out of sicht. 

I remember reading of Whales: 4 in many books ; 
but I did not think they were of such monstrous 
size. ‘This one wasas long as our garden, or as 
Mr. Buskirk’s great darn in New-Jersey. These 
huge creatures were called, in old time, Leviathans. 
There has lately béen a high dispute whether they 
are fish or not; because they differ so much from 
the rest of the “water tribes. 

One of our passengers, a very learned man, who 
has been acquainted with many whales, says they 
have warm blood, like land animals. Proper fish 


have cold blood. Whales have lungs, and breathe. 


the air, like an ox or a horse: and can stay only a 
short time under water. 

I used to think they remained deep in the sea ; 
but they live on the top of it, and would drown if 
they could not come up to dreathe. The female 
whales nurture their young, as much as sheep do 
their lambs; but this is not che way with shad and 
trouts. Their young ones must take care of them- 
selves, as well as they can, or be eaten up by the 
large fisn. 


Our learned passenger is an eminent Nataral 
Philosopher. He says all creatures 0 divided 


into different classes, ackortge to th 


A 


8s THE CHILD’S GUIDE 


qualities. The class of dogs is called the canine 
family ;qbecause the Latin word canis means dog. 

Wolves are nothing but wild dogs, and every 
wild dog becomes, in fact,a wolf. ‘They have the 
same kind of teeth and paws. Foxes belong to 
that kind of quadrupeds, and bark like the others. 

Lions, and tigers, and panthers, are only large 
cats; and rats and mice are small ones. ‘They 
have smellers, and whiskers, and soft feet, and long 
sharp claws, like each other, and they all belong to 
the cat family ; but more about this another time. 

Present my best love to those two little frolic- 
some girls at home. Give each of them forty-five 
kisses for me, on each cheek, and see how many 
that will make. 

Your affectionate brother, 
Jack Hatyarp. 


LESSON XXXII. 
DEFINITIONS. 


Rush, to move with violence. 

Attack, to fall upon violently. 

Wound, a hurt. 

Approach, to draw near. 

Carcass, the dead body of an animal. 
Float, to swim on the surface of the water. 
Fin, the wing of a fish. 

Blubber, the fat of whales. 

Defend, to keep off another. 


& 


THE CHILD’S GUIDE. St 


" THE WHALE. 


Here is a wna of the Whale that Jack wrote 
to his brother about. 

The Whale is the largest animal of which we 
can give any, certain account. The Greenland 
Whale measures from fifty to eighty feet in length ; 
those found in the South Seas are said sometimes 
to measure one hundred and fifty. 

The head makes one third of the whole animal ; 
the mouth is very wide, and the under lip broader 
than the wpper one. 

The tongue is very large, and yields five or six 
barrels of oil. There are two holes in the-middle 
of the head, through which it spouts water to a 
eteat height, with a great deal of noise. 

Whales are shy and timid, having no way to de- 
fend themselves, except wile their tails. When | 
they see a boat coming, they generally dive; but 
sometimes they rush against a boat, and dash it in 
pieces with one stroke of the tail. | | 


S* 


9C THE CHILD'S GUIDE. 


Many ships are employed in the Whale Fisheries. 
Each ship carries six or seven boats; each boat 
has a harpoon, several lances, and a very long 
line. ‘Thus prepared, they attack the Whale. 

As soon as the Whale is struck with a harpoon, 
he darts down into the water, dragging with him 

the harpoon and the line which is fastened to it. 
If the line were to become entangled, it would 
either snap like’ a thread, or overset the boat. 
That this may not happen, a man attends to the 
line, to see that. it goes out regularly. 

When the Whale comes up to breathe, the har-- 
pooner gives him a fresh wound, till at last he 
grows faint from loss of blood, The men then 
venture to approach him, and a long lance is thrust 
into his breast, which soon puts an end to his life. 

When the carcass begins to float, they cut holes 
in the fins and tail, and having’ put ropes through 
them, they fasten him to the ship. They then 
cut out the blubber and whalebone, and leave the 
carcass to float away. 

There have sometimes been more than two hun- 
dred and fifty British ships.employed in the Whale 
Fishery. In the year 1814, seventy-six British 
vessels procured over fourteen hundred Whales. 


How long is the Whale? How long is this room? How 
much longer is the Whale? How muchvoil is made from 
its congue? Are Whales bold? How are they caught? 
What is taken out of them? Can fish live without air? 
They cannot.; every portion of water contains air. Can the 
Whale live with what air he gets in the water ? 


Fi 
s 


| 
Ea 


THE CHHLD’S GUIDE. 9] 


, 


LESSON XXXIV. 
DEFINITIONS, 


Social, ready to mix with others in a friendly way. 
Noted, much known. 


THE OSTRICH, 


The Ostrich is a bird of great szze, very strong, 
and having the finest and most beautiful feathers, 
black and white. Yet it is by no means a hand-, 
some bird, as it has very few feathers upon it, and 
a large part of the body is quite naked. 

Ostriches live in the deserts of Arabia and Af- 
rica, feeding, chiefly, upon vegetables ; leading a 
social and harmless life. They lay their eggs, as 
many as forty or fifty in a season, in the sand, 
where they are often forgotten by the mother, 
or are destroyed by the wild beasts. The 
very large, being four or five inches in thick 


pe 
t”% 


THE CHILD’S GUIDE. 


This animal devours leather, hair, @rass, stones, 
oyster-shells, lead, iron, or any thing that is given 
to it, and is always ready to eat. The size of this 
animal is very great, being from seven to eight 
feet high when the head is raised, and it is strong 
enough to carry a stowt man on its back. 

The Ostrich runs with great swiftness, its legs 
being long, and as large as a young colt’s ; its 
wings also serve as sails and oars to help it along. 
It never tries to fly, for the feathers are not like 
those of any other bird; they are not close and 
fast together like the feather of a quill, but doose, 
and all very soft and downy. 

It has on each wing two curious spurs, which, 
it is said, are of use by bleeding the animal as the 
wings flap against its sides, when it runs and be- 
comes overheated; for it is naturally very hot- 
blooded, and might, but for this means of relief, be 
suffocated. 

The head is small, the neck vee Proac. and_ he- 
ing covered with very small feathers; you can ob- 
serve any thing large that it swallows, passing in 
a winding way down to the body. 

The eyes are bright, large, and round, with 
_eye-lashes, the thighs without feathers, the legs 
covered with scales, and the foot has two large 
toes ; the inside one, the largest, is about seven 
inches long, with a claw at the end, with which it 
strikes a very severe blow. 

It fights with its feet, and has been known torip 
open the body of a man with a single blow. 
When roused it makes a grand appearance ; the 
_head is thrown up, the breast forward, and the 


THE CHILD’S GUIDE. 93 


wings stretched out and quivering in a beautiful 
manner. 2 

When pursued, it leaves behind the swiftest 
Arabian horses, but in a hunt of five or six hours 
is worn out. The Ostrich is noted for its want of 
care to its young, and as being a stupid creature, 
and very timid... 

I saw one some time since, which, when it was 
to be moved from one place to another, became so 
frightened thatit could not walk, and had to be 
carried by two or three men, its weight being 
equal to a barrel of flour. 


How many eggs will an Ostrich lay ina season? How 
large are the eggs? What do Ostriches eat? How high 
are they? How high is this room? Is the Ostrich strong? 
How heavy is it? Are many men as heavy ? 


eee 
Say 

eee 

poy 


LESSON XXXV. 


LOVE AND DUTY TO PARENTS. 
My Father, my Mother, I know 


I cannot your kindness repay ; 
But I hope, that as older I grow, ° 
I shall learn your commands to obey. 


You lov’d me before I could tell 
Who it was that so tenderly smil’d; 
But now that I know it so well, 


I should be a dutiful child. 


lam sorry that ever I should |. 
Be naughty, and give you a pain; 


e 


94 THE CHILD’S GUIDE. 


I hope I shall learn to be good, 


And never so grieve you again. 


But for fear that I ever should dare 
From all your commands to depart, 

Whenever I’m saying my prayer, 
I'll ask for a dutiful heart. rs 


ay? 


LESSON XXXVI. 


DEFINITIONS. 


Impatient, hasty, uneasy, fretful. 
Gradually, a little at a time. 
Protected, kept from injury. . 
Guarded, protected. . 


THE CHESTNUT BURR. 4 


One fine pleasant morning, in the fall of the year, 
the Master was walking along towards school, and 
he saw three or four boys under a large chestnut 
tree, gathering chestnuts. One of the boys was sit- 
ting upon the ground, trying to open some chestnut 
burrs which he had knocked ‘off from the tree. 
The burrs were green, and he was trying to open 
them by pounding them with a stone. 

He was:a very émpatient boy, and was scolding, 
in a loud and angry tone, against the dwrrs. He 
did not see, he said, what in the world chestnuts 
were made to grow so for. They ought te grow 
- right out in the open air, like apples; and not have 


i ea 


THE CHILD'S GUIDE. 95 


such vile prickly skins on them, just to plague 
the boys. > % 

So saying, he struek, with all his might, a fine 
large burr, crushed it to pieces, and then jumped 
up, using, at the same time, profane and wicked 
words. Assoon as he turned round, he saw the 
Master standing very near him. Then he felt very 
much ashamed and afraid, and hung down his head. 

“ Roger,” said the Master, (for this boy’s name 
was Roger,) “can you get me a chestnut burr 2” 

Roger looked up a moment, as if to see whether 
the Master was in earnest, and then began to look 
around for a burr. 

A boy who was standing near the tree, with a 
red cap full of burrs in his hand, held out one of 
them. 

Roger took the burr and handed it to ‘the Master, 
who quietly put it in his pocket, and walked 
away without saying a word. 

As soon as he was gone, the boy with the red 
cap, said to Roger, “I expected the Master would 
have given you a good scolding for talking so.’ 

“The Master never scolds,” said another boy, 
who was sitting on a log pretty near, with a green 
satchel in his hand, “ but you see if he does not 
remember it. 

Roger looked as if he did not know what to 
think about it.” gia 4 

“T wish,” said he, “I knew what he is going to 
do with that burr.” | 

That afternoon, when the lessons had heen all. 
_ Yecited, and it was about time to dismiss the school, 

the boys put away their books, and the Master read if 
a few verses in the Bible, and then offered a prayer, 


96 THE CHILD’S GUIDE. 


in which he asked God to forgive ‘all the sins 
which any of them had committed ‘that day, and 
to take care of them during the night. 

After this he asked all the bova to sit down. He 
then took his handkerchief out of his pocket, and 
laid it on the desk, and afterwards he put his hand 
into. his pocket again, and took out the chestnut 
burr, and all the boys looked at it. 

“ Boys,” said he, “ do you know what this is ?” 

One of the boys in the back seat, said, in a half 
whisper, “it is nothing but a chestnut burr.” 

“Lucy,” said the Master, toa bright eyed little 
girl sitting near him, “ what is ths ?” 

“Tt is a chestnut dwr7r, sir,” said she. 

“Do you know what it is for?” 

“] suppose there are chestnuts in it.” 

“ But what is this rough prickly covering for ?’’ 
Lucy did not know. 

“Does any body here know 2?” said the Master. 

One of the boys said he supposed it was to hold 
the chestnuts together, and keep them up on the 
tree. 

“But I heard a boy say,” replied the Master, 
“that he thought they ought not to be made to 
grow so-~—The nut itself, he thought, ought to 
hang alone on the branch, without any prickly 
covering, just as apples do.” 

“ But the nuts themselves have no stems to be 
fastened by,” answered the same boy. 

“That is true, but I suppose this boy thought 
that God could have made them grow with stems 
and that this would have been better than to have 
them in burrs.” 


THE CHILD'S GUIDE. 97 


After a little. pauses the Master said he would 
explain to them what the chestnut burr was for, 
and wished them stad: to listen de i 


Who heard ae use Seeicked words? Who else? 
Who else? What does the Bible. say of him who takes 
God’s name in vain? What kind of men use wicked. 
words ?—What did the Master do? Who expected he 
would give Roger a scolding? What did another boy, say ? 
Can you tell what chestnut burrs are for ? 


LESSON XXXVII. 
WHAT THE CHESTNUT BURR IS FOR. 


“How much of the chestnut is good to eat, 
William 2?” asked he, looking at the boy before him 

“ Only the meat.” 

“ How long does it take the ‘meat to grow § a? 

“All summer, I suppose, it is growing.’ 

“ Yes ; it begins early in summer, and gradually 
grows and swells until it has become of full size 
and is ripe, in the fall. Now suppose there was a 
tree out here near the school-house, and the chest- 
nut meats should grow upon it without any shell 
or covering ; suppose, too, that they should taste 
like good ripe chestnuts at first, when they were 
very small: Do you think they would be safe ?” 

William said, “No! the boys would pick them, 
and eat them before they had time to grow.” 

“Well, what harm would there be in that? 
would it not be as well to have the chestnuts early 
in summer as to have them in the fadl?” 


ei 


9S THE CHILD’S GUIDE. 


William hesitated. Another boy who sat next 
him, said, “There would not be so much meat in 
the chestnuts, if they, were eaten before they had 
time to grow.” 

“ Right,” said the Master, “ but would not the 
boys know this, and so all agree to let the little 
chestnuts stay, and not eat them while they were 
small 2” 

William said he thought they would not. Ifthe 
chestnuts were good, he was afraid they would 
pick them off and eat them, if they were small. 

All the rest of the boys in the school thought so 
too. 

—“ Here, then,” said the Master, “is one reason 
for having prickles around the chestnuts when they 
are little. But then it is not necessary to have all 
chestnuts guarded from boys in this way: a great 
many of the trees are in the woods, which the boys 
do not see; what good do the burrs do in these 
trees ?” 


The boys hesitated. Presently the boy who had 


the green satchel under the tree with Roger, who 


was sitting in one corner of the room, said, “ | 
should think they would keep the sqwzrrels from 
eating them.” 

“ And besides,” continued he, after thinking a 
moment, “I should suppose, if the meat of the 
chestnut had no covering, the rain might wet it and 


_ make it rot, or the sun dry and wither it.” 


* Yes,” said the Master, “these are very good 
reasons why the nut should be carefully guarded. 
First, the meats are packed away in a hard brown 
shell, which the water cannot get through; this 
keeps it dry and away from dust, and other things 
which might injure it. 4 


THE CHILD’S GUIDE. 99 


« Then several nuts thus protected grow together 
closely, inside this green prickly covering, which 
spreads over them and guards them from the larger 
animals and the boys. When the chestnut gets 
its full growth, and is ripe, this covering you know 
splits open, and the nuts drop out, and then any 
body can get them, and eat them.” 


The boys were then all satisfied that it was bet-. 


ter that chestnuts should grow in burrs. 

“ But why,” asked one of the boys, “do not 
apples grow so ?” 

“Can any body answer that question?” said 
the Master. 

The boy with the green satchel said that apples 
had a smooth, tight skin, which kept out the wet, 
but he did not see how they were guarded from 
animals. 

The Master said it was by their taste. ‘They 
are hard and sour before they are full grown, and 
so the taste is not pleasant, and nobody wants to 
eat them, except sometimes a few foolish boys, 
and these are often punished by being made sick. 

“ When the apples are full grown, then they 
change from sour to sweet, and become mellow ; 
then they can be eaten. Can you tell me of any 
other fruits which are preserved in this way ?” 

One boy answered, strawberries and blackber- 
ries, and another said, peaches and pears. 

Another boy then asked why the peach-stone 
was not outside of the peach, so as to keep it from 
being eaten. But the Master said he would ex- 
plain this another time. Then he dismissed the 


scholars, after asking Roger to wait till the rest. 


had gone, as he wished to see him alone. 


P 
NE Tes ™ 
ee 


ee 


100 THE CHILD’S GUIDE. 


What good does the chestnut burr do? What else? 
Why do not apples grow so? . Who want tg eat apples 
before they are grown? How are they often 


often punished ? 
Why do you suppose the Master. kept Roger“after the 
rest had gone? BAe 


LESSON XXXVIII. 


THE TWO PEAR TREES, 


Betsy Bloom was a fine, straight, well-made 
child; and she hada very beautiful face. The 
servant, who used to dress her in the morning, 
when she got up, and to undress her at night, when 
she went to bed, would often say to her, * What a 
beautiful, fine Mess you are! Iam sure, not one 
of your play-fellows is half so beautiful.” 

here was an old woman, who had nursed 


Betsy, that used to come and see her, and almost 


every time she came, she used to say to Betsy 
“ Bless your pretty face, my sweet Miss! Iam 
sure I think you grow prettier every day.” 

Betsy heard so much about her prettiness, that 
she began to think she was Jetter than other chil- 
dren, who were wot so pretty. 

If any of her. school-fellows were homely, Betsy 
would not speak to them: at last, she became so 
naughty, that she would sometimes mock them, 


and give them nick-names. 


Betsy’s father and mother were very fond of 
her ; and paid so much attention to her, that tuey 
saw all her fauits, and always tried to make her a 
good girl; “ for,” said they, when they were talking 

3 Bate ng ie 


THE CHILD’S GUIDE. 101 


THE PROUD LITTLE GIRL. 


c ag 


“The servant who used to dress her, would often say to her, What a 
beautiful, fine Miss you are !’’—p. 96. 


p. 99. Q* 


102 THE CHILD’S GUIDE, 


to each other alone, “ We are szze, although our 
Betsy is sucha pretty child, every body will dzslike 
her, if she be not also good-natured and obliging.” 

One day Betsy was walking in the garden with 
her father and mother, when little Gertrude, a 
neighbor’s child, came into the garden. Gertrude 
ran kindly up to Betsy’s father and mother, gave 
each of them a hand, and said, “ If they pleased, 
she would stay a little while and play with Betsy.” 
_ They told her she was welcome to stay as long 


“as she pleased; and Betsy’s mother stooped down 


Ae) 
ali 
Ses 


and kissed her, and said, “Come whenever you 
like, my dear—you know we are always glad to 


see you.” 


Now Gertrude’s face was very much scarred 


and pitted with the small-pox: she had very red, 


weak eyes ; and, besides this, she was very short 
for her age; for she was as old as Betsy, and not 
so tall, by more than a head; and she had a hump 
upon her back. 

But Gertrude was very sensible; she was al- 


’ ways in a good humor with every body; she was 


“never seen to be angry ; and she was so attentive 


to her learning and her lessons, that every body 


who knew her loved her. 


Little Betsy loved her too; but since she had 
thought so much of her own beauty, she was 
ashamed to be seen with such a homely child as 
Gertrude. | 

Betsy therefore took very little notice of Ger- 


-trude, and would not play with her at all; so that 


Gertrude, whothought Betsy was in across humor, 
said she would go home, and come again another 


day. ! : 


THE CHILD’S GUIDE. 103 


Betsy was glad when she was gone; and Betsy 
ran up to her father and mother, who were still in 
the garden. They were standing near a fine, 
straight, high pear tree; there were many pears 
growing upon the tree ;—the pears were of a fine 
yellow color, and one side of them was as red as 
acherry. §*" : 

Betsy came runing up to her father and moth- 
er: “QO,” said: she, “how beautiful those pears 
are: I think they must now be quite ripe; will 
you be so kind, father, as to gzve me one 2?” hy 

The father gathered one of the most beautiful 
looking pears that he could find, and gave it to 
Betsy. ‘“ Thank yqu, father,” said she, and bit a 
piece directly out of it; but when it was in her 
mouth, she did not know what to do. 

It was as dry as a bit of stick, and so hard and 
rough, that she would have spit it out, but she 
thought, as her father had gathered it for her, he 
would take it 2d if she did not eat it. 

“Do you not like the pear?” asked Betsy’s 
mother, who saw what a face she made. “I do 
not think I can eat it,” said Betsy. Y 

“You may throw it away, then,” said her father ; 
“but I thought you would have liked it, because 
of its deauty : you know, my dear, you like every 
thing that is handsome, and dislike whatever is 
homely.” » 

He then led his daughter to an old, crooked pear _ 
tree, which looked almost as if it would fall down: © 


the pears that grew on it were not beautiful; and 


they looked so green, that Betsy said she thought _ 
they were not half ripe. Her father gave her one — 


of them, and told her to taste it: as sooasshebit = 


4 (i Fy 


104 THE CHILD'S GUIDE, 


it, her mouth was filled with fine juice, “and she 
cried out, “ O, father, what'a nice pear! I never 
tasted any thing so nice before!—How full of 
juice it is !—What a fine taste it has !” 

“ Are you sure that you like the pear?” asked 
her father ; “ for it is nota deautifil pear ?” Betsy 
said she lzked it, though it did not look pretty. 

“Pray, then, my dear,” said her father, “ if I 
were to make you a present of a peartree for your- 
- self, which would you choose—the old crooked 
tree upon which these pears grow, or the beautiful 
looking tree yonder, upon which the others grow ?” 

Betsy said she should choose the ugly looking, 
crooked tree, with the green pears. Her father 
asked her why. “ Because,” said Betsy, “ the one 
bears nice pears, that I can eat; and the other 
would be of no use, for | could not eat one of the 
pears.” 

“Then, I suppose,” said her father, “ you think 
_ things that are good and useful, better than things 
‘that are beautiful and of no use.” Betsy said 
yes, that was what she thought. 

“But, my dear child,” said her father, “if you 
think so, how could you be so unjust, and so cruel, 
to poor little Gertrude, as you were a little while 
ago? You know she is very good ; and how can 
you be so cruel to some of your play-fellows, 
whom you despise because they are not so hand- 
some as you are ?—though they are etter than you, 
for they despise no one.” 

Betsy stood quite ashamed, and did not dare to 
look up to her father: the tears ran down her > 
cheeks ; but she took her father’s hand, eee 
she could not ot spealt a word. 


4 
THE CHILD’S GUIDE. 105 


“ Do you think you have been wrong and naugh- 
ty ?—and are you resolved to mend?” asked her 
father, in a kinder voice than that in which he had © 
before spoken, — 

“T am quite sorry,” said Betsy, “that I should 
have behavedso ill; but if you will forgive me, 
my dear father, I am sure I shall never do so any 
more—for | now see, that the most beautiful things 
and people, are not always so good as those things, 
and those people that are homely.” 


What bad things did Betsy do? Do you know what 
the Bible says of some children who mocked a good old 
man? Who came to see Betsy? Was she sensible? 
What does that mean? Did Betsy treat her kindly? 
Why? Was this right? Which pear tree bore the best 
pears? &c. Are handsome people better than others ? 
Are they worse, if more proud ? 


LESSON XXXIX. 
DEFINITIONS. 


Haughty, proud. 
Mien, look. 

Mild, kind, merciful. 
Submissively, modestly, without pride. 
Frankness, fairness. 

Argue, to reason, to dispute. 

Revenge, a wish to hurt one who h has hurt us. 
Deny, to contradict. 


A 


THE CHILD'S GUIDE. —® 
THE WAY TO FIND OUT PRIDE. : 


Pride, ugly pride, sometimes is seen, 
By laughing looks, and lofty mien; 

But oft’ner it is found, that pride 
Loves deep within the heart to hide, 
And, while the looks are meld and fair, 
It sits and does its mischief there. 


Now, if you really wish to find 
If pride is lurking in your mind, 


‘Inquire if you can bear a slight, 


Or patiently give up your right. 
Can you submissively consent 
To take reproof and punishment, 
And feel no angry temper start 
Tn any corner of your heart ? 


Can you with frankness own a crime, 
And promise for another time ? 

Or say you’ve been in a mistake, 
Nor try some poor ezcuse to make, 
But freely own that it was wrong 

To argue for your side so long ? 


Flat contradiction can you bear, 

When you are right and know you are; 
Nor flatly contradict again, 

But wait, or modestly explain, 

And tell your reasons, one by one, 

Nor think of ¢riwmph, when you’ve done? 


Can you, in business, or in play, 
Give up your wishes or your way ; 


THE CHILD’S GUIDE. 107 


Or Wo a thing against your will, 
For somebody that’s younger still ? 
And never try to overhear, 

Or say a word that i is not fair? 


Does laughing at you in a joke, 

No anger nor revenge provoke? 

But can you laugh yourself, and be, 

As merry as the compan 

Or when you find that you could do 

To them, as they had done to you, 

Can you keep down the wicked thought, 
And do exactly as you ought? 


Put all these questions to your heart, 
And make it act an honest part; 

And, when they’ve each been fairly tried, 
I think you'll own that you have pride ; 
Some one will suit you as you go, 

And force your heart to tedl you so; 

But if they all should be denied, 

Then you’re too proud to own your pride! 


LESSON XL. 


THE LITTLE APPLE TREE. 


“Look here, Lucy,” said little Charles to his 
sister, “and tell me what this is that is coming 
up out of the ground.” ae 

Lucy ran to see; it wasa green thing that looked — oe 
a little like a leaf. Lucy did not know what it Pub Ren 


108 THE CHILD’S GUIDE. 


“T will ask papa,” said she, “he is coming 
along by here.” : | 

She asked her father to look at it, and he stop- 
ped a moment, and said that it was a little apple 
tree which was growing up from a seed, but that he 
was in haste, and could not stop to talk about it. 

* A little apple tree !” said Charles, as his father 
passed on. “ Whatisa little appletree? Do you 
know Lucy ?” 

Lucy said she did not—there was an apple tree 
in the garden, but it wasa great high tree, and 
besides, it did not look at add like that. 

“ We will wait till papa can tell us.” 

The next morning Charles came running in to 
call Lucy to look at the little apple tree. They 
went out together, and found that it had changed 
a great deal in the night. The green thing was 
up entirely out of the ground, and looked like two 
little Zeaves upon a stem. 

“T wonder what makes it grow-wp so,” said 


go aLucy. 


“T don’t Anow,” said Charles. ‘ Would not 


- you dig it wp and see?” 


~ .“Q no, I would not; I am afraid it would not 
grow any more.” 

“OQ, we can put it back again ezactly as it was 
before ; and it would be so good to find out what 
itis which makes it grow.” 

Lucy at last consented, and they dug away the 
earth with a stick, and took the little apple tree up. 

Its stem reached down only a little way, and there 
was nothing at the end of it, but alittle root. ‘They 
dug all about there, but could not find any thing 
which made it grow. 


THE CHILD’S GUIDE. - 409 


At last Charles said he would give wp—he did 
not believe he could find out—he did not believe 
any body knew. So they began to fill up the hole, 
and tried to fix the little apple tree in its place 
again. They dirtied the top of it in handling it 
with their dirty fingers, and though they pushed it 
this way and that way, they could not fix it exactly 
as it was before. At last they eft it, and went in 
to ask their mother about it. 

She told them that she knew what made it grow. 

“ What 2s it?” said Lucy. | 

“It is God. He makes every thing grow—the 
grass, and the trees, and every thing.” 

“ But, how can he make every thing grow at the 
same tzme?” | 

“ Because he is present every where, and he is 
able to do any thing which he pleases. He is al- 
ways with you and Charles; and makes your hair. 
and your fingers and your whole ody grow.” 

“Then he is always iz us, and all about us.” 

“Yes, and he sees you at all times; he notices 
when you do wrong and when you do right.” 

Charles and Lucy then went away thinking that 
they ought to be careful not to do any thing wrong. 
The next morning they went to see the little apple. 
tree, and found it wilted and dead. — 


How did Charles and Lucy try to find out what mate 
the apple tree grow? Who did make it grow? Does he 
make any thing else grow? Where is God? What does 
he notice? 


10 


110 THE CHILD’S GUIDE. 


LESSON XLI. 
THE TWO BOOKS. 


‘Mind how you touch my gilded covers,” said a 
fine book to a very plain one that happened to lie 
near him. “I wonder how such a ragged fellow 
can dare to take such liberties.” 

“Tt is true,” said the plain book, “I do not look 
so fine as you do, but I have no rags that I need 
be ashamed of; for while you have been doing 
nothing these six years on the shelf, I have been 
vead a hundred times. 

“ Besides, although my cover is nearly worn out, 
my leaves are sound, and worth a new cover; but 
when your fine covers are eaten off by the worms, 
you will never get any more I fear.” 

“T am glad you dke your rags,” said the fine 
book, “ but I will thank you to stand a little farther 


_ »» off, for I do not like them so well.” 


_ “For my part,” said the poor book, “I would 
rather be worn out in doing good, than rust in idle- 
ness. But here comes our master.” 

The master came in, and seeing the two books 
together, the thought struck him that it would be 
well to put the good covers upon the book which 
was used, and the old ones upon that which nobody 
read. 

No sooner said than done. They were sent to 
the book-binder’s, and before night changed covers. 


He that would be useful in the world, must ex- 
pect sometimes to wear out. his coat, and suffer 
abuse from the idle and selfish. 


THE CHILD’S GUIDE. 188! 


LESSON XLII. 


THE BLACKBERRY GIRL. 


“Why, Phebe, are you come so soon; 
Where are your derries child ? 

You cannot, sure, have sold them all, 
You had a basket pil’d.” 


“No, mother, as I climb’d the fence, 
The nearest way to town, 

My apron caught upon a stake, 
And so I tumbled down. 


“TJ scratched my arm, and tore my hafr, 
But still did not complain ; 

And had my dlackberries been safe, 
Should not have cared a grain. 


“ But when I saw them on the ground, 
All scattered by my side, 

I pick’d my empty basket up, 
And down I sat and cried. 


“Just then a pretty little Miss 
Chane’d to be walking by ; 
She stopp’d, and looking pitiful, 
She bege’d me not to cry. 


‘Poor little girl, you fell,’ said she, ~ 
‘And must be sadly hurt’-— 
“0, no, Icried, but see my frutt, . 
All mix’d with sand and dirt!” — 


112 


“THE CHILD’S GUIDE. 


‘Well, do not grieve for that,’ she said: 
“Go home, and get some more.’ 

“ Ah, no, for I have stripp’d the vines, 
These were the dast they bore. 


“My father, Miss, is very poor, 
And works in yonder stall ; 
He has so many little ones, 
He cannot clothe us all. 


“T always long’d to go to church, 
But never. could I go; 

For when I ask’d him for a gown, 
He always answer’d, ‘ No.’ 


‘ There’s not a father in the world 
That doves his children more; 
I'd get you one with all my heart, 

But, Phebe, I am poor.’ 


« But when the dlackberries were ripe, 
He said to me one day, 

‘ Phebe, if you'll take the time 
That’s given you for play, 


‘And gather blackberries enough,— 
And carry them to town,— 

To buy your bonnet and your shoes, 
Pil try to get a gown.’ 


“O Miss; I fairly jump’d for joy, 
My spirits were so light: 

And so, when I had leave to play, 
I pick’d with all my might. 


THE CHILD’S GUIDE. 113 


“T sold enough to get my shoes, 
About a week ago; 

And these, if they had not been spilt, 
Would buy a donnet too. 


“ But now they’re gone, they all are gone, 
And I can get no more, 

And Sundays I must stay at home 
Just as I did before. 


“ And, mother, then I cried again, 
As hard as I could cry ; ! 

And, looking up, lsawatear 
Was standing in her eye. a 


“She caught her bonnet from her head— 
‘ Here, here,’ she cried, ‘ take this!’ 
“QO, no, indeed—I fear your "Ma 
Would be offended, Miss. 


‘My ’Ma! no, never! she delights 
All sorrow to beguile ; 

And ’tis the sweetest joy she feeds, 
To make the wretched smile. 


‘She taught me, when I had enough, 
To share it with the poor ; 

And never let a needy child t 
Go empty from the door. 


‘So take it, for you need not fear 
Offending her, yousee; *. 

I have another, too, at homie,. 
a one’s enough for me”. 


114 THE CHILD’S GUIDE. — 


~*So then I took it, here it is— 
For pray what could I do? 
And, mother, I shall Zove that Miss 
As long as I love you.” | 


What is a stall? What is it'to deguile the sorrows of 
others? Who are meant by the wretched ? 
What happened to little Phebe? Why did she cry? 


Who pitied her? Why did Phebe want a gown? Why 


did not her father get her one? When blackberries were 
ripe, what did he say to her? Did she get the shoes? 
The bonnet? How? &c. 


LESSON XLIII. 


WHAT THE BLACKBERRY GIRL LEARNED AT CHURCH. 


“What have you in that basket, child ?” 
“ Blackberries, Miss, all pick’d to-day ; 
They’re very large and fully ripe ; 
Do look at them, and ¢aste them, pray.” 


“QO, yes; they’re very nice, indeed, 
Here’s fowrpence—that will buy a few ; 

Not quite so many as I want— 
However, I must make it do.” 


“ Nay, Miss, but you must take the whole;” 
“T can’t, indeed, my money’s spent ; 

I should be glad to buy them all, 
But I have not another cent.” 


« And if you had a thousand, Miss, 
I'd not accept of one from you. 


THE CHILD’S GUIDE. 115 


Pray take them, they are ald your own, 
And take the little basket, too. 


“Have you forgot the little girl 
You last year gave a bonnet to ? 

Perhaps you have—but ever will 
That little girl remember you. 


“ And ever since, I’ve been to church, 
For much do I delight to go; 

And there I learn that works of love 
Are what all children ought to do. 


“So then I thought within myself, 
That pretty dasket, Billy wove, 
TI’ll fill with fruit for that dear Miss, 

For sure ‘twill be a work of love. 


“ And so one morning up I rose, 
While yet the fields were wet with dew, 
And pick’d the nicest I could find, oe 
And brought them, fresh and sweet, for yoRe ies 


Re 3 


“| know the gift is small indeed, 
For such a lady to receive ; 

But still I hope you'll not refuse 
All that poor Phebe has to give.” 


What did the little girl give to the young lady who - 
gave her the bonnet? What does going to church mean? 
What did the girl learn at church? What are works of 
love? Ought you to do such works? If the little girl 
had taken pay for her berries, would she have been 
grateful? Did you ever read of a little boy who was 
grateful? Ofone who was a miser? Would a miser oe 
away clothes ? ers ae 


116 THE CHILD’S GUIDE. 


“LESSON XLIV. 
HOW TO BEHAVE AT MEETING. 


It often happens that children who go to meeting 
sit in the gallery, away from their parents. And 
sometimes they play in time of worship, which is 
very wrong. It has been said, that ‘ parents know, 
that when their children sit together, and out of 
their szght, they will play; and that no parent who 
wishes them to do otherwise, will send them into 
the gallery to sit by themselves.” 

It is hoped, however, that this is not true of ad/ 
parents whose children do not sit with them at 
meeting. Perhaps they do not always think 
enough about it. 

_Ifany of the children who read this book, when 
they attend public worship, do not sit with their 
parents, or other friends who are older than them- 

_ selves, they must remember that God is displeased 
- with those who play, while others around them are 
worshipping Him—it may be well for them to show 
this lesson to their friends at home. 

When young people go to church, they should 
make as little ozse as possible, in shutting doors, 
and in walking to their seats. ae 

They should not be paring their finger-nails, or 
be otherwise busy with their penknives; but should 
attend closely to whats is sazd, and try to remem- 
ber it. 

People ought. not to sleep at meeting ; though 

good people have sometimes been known to do it. 

A faa, hoe | we will call Mr. Arnum, once 


? 


THE CHILD'S GUIDE. 117 


heard one of his neighbors use bad,words. Mr. 
Arnum knew this to be wrong. 

He therefore went to the person, and said to 
him, “ My friend, when a man sees his neighbor 
doing what is wrong, don’t you think he ought to 
go to him and tedZ him of it?” “Certainly,” an- 
swered the man; “have you known me do any 
thing that was not right ?” 

“Yes,” replied Mr. Arnum; “ not long since 
I heard you use bad language.” ‘“ Did you ? in- 
deed!” said the man; “well, I thank you for 
your kindness, and will try to leave off doing so.” 

Soon after, on the Sabbath, Mr. Arnum fell 
asleep at meeting. The man who had been re- 
proved by him for using bad words, sat at the other 
side of the house. He saw that Mr. Arnum was 
nodding, and rose from his seat and went to him. 

He then put his hand on his shoulder, and 
gently shook him, saying, “ Mr. Arnum, when a 


man sees his neighbor do wrong, don’t you think... 
"he ought to goto him and tell him of it?—I think _ 


it is wrong to sleep when we meet to worship our 
Maker.” : 

Mr. Armum was much mortified, as almost 
every one in the house was looking at them. Per- 
haps, also, he felt ashamed that this man should 
have reason to reprove himself, when, but a short 
time before, he had gone to the man to tell him of 
his fault. 


Is it right to play at meeting? To be paring your 
fingernails? &c. Do you think the Blackberry Girl 
played at meeting? Why do you think so? What can 
you tell me of Mr. Arnum?° What is it to reprove a per- 
son? <Are those who kindly reprove us for our faults, — 
our best friends? Should we be offended with them ?- 


118 THE CHILD’S GUIDE. 


' LESSON XLV. 
THE LITTLE SIN. 


Thomas Barker went one day toa neighbor’s 
house, and when he returned, his mother observed 
he had a new doard nad in his hand. She inquired 
where he obtained it, and found that he had picked 
it up at the neighbor’s ena and prapent it home 
without leave. 

She told him he fo done very wrong, and 
made him go and earry it back again. Thomas 
did not do any such thing again for some days; 
but after a while he brought home three or four 
apples, and confessed they were not gzven to him. 
At this time his mother sent him to return them, 
and whipped him Jeszdes. 

Now perhaps some children think his mother 
was cruel, to whip little Thomas for only getting 


a few apples not worth a cent. But let us think 
about it a moment. 


She had often told her little son, that it was 
wrong to take any thing which was not his own, - 
without having leave ; and when he took the nail, 
she reproved him, and made him returm. it. 

But Thomas forgot all this, or would not mznd 
it, and went and took the apples. He was then 
more wicked, than if he had not done so before, or 
if his mother had not taught him and reproved 
him. 

She was afraid he would do the same thing 
again and again, if she let him alone, till he should 


THE CHILD’S GUIDE. 119 


become very wicked, and steal goods and money, 
and be sent to the State’s prison for a thief. 

So she took a rod and chastened him Jdetimes, 
as the wise man says, to drive. his wickedness 
away. She did right, and it was very good for 
Thomas. “ The rod and reproof give wisdom.” 

He was afterwards tempted to take things that 
he wanted, when people did not see him. But he 
remembered the smart which the rod gave him: 
that brought to mind his mother’s zastructzons and 
warnings ; he thought that the eyes of God were 
upon him ; and he did not steal any more. 

He grew up a good boy; and when he became 
a man, he was virtuous and respected. | 

Now, children, do not say that Thomas com- 
mitted a little stn,and one that was not worthy of 
notice. It is true that the nail and apples were 
little things. But then Thomas was a litéle boy ; 
and with such little fellows, /zttle things are as im- 
portant as great things are to men and women. _ 

No doubt Thomas thought as much of his ap 
ples as a man would of three dollars. And would 
it not be wrong for a man to steal three dollars? ~ 
Besides, none of us should do any thing wrong 
because it is Zzttle. God does not allow of little 
sins. 

We should always ask, Is it right? or, Is it 
wrong ? We should not ask, whether it is less 
wicked than some ether wicked thing ; but whether © 
God will or will not be angry. Sin is hateful, 
whether it be great or small; children should no 
more commit a Jittle sin, than they would take a 
little poison. ‘ hed aga 


120 THE CHILD’S GUIDE. 


By doing wrong in little things, when they know 
it to be wrong, children cast off the fear of God, 
and make their hearts hard. By and by they be- 
come bolder; and if they are not restrained by 
punishment, they become very wicked. 

Many poor creatures who have been hung for 
murder have confessed that they began with small 
offences, and went on from one wickedness to 
another, till they became thieves and robbers. 
They did not love and obey their parents, when 
they were small children. 

They did not keep holy the Sabbath day. Af- 
terwards they stole some little things, and then 
things of more value. They told dies about their 
playthings to one another ; then about other things 
to their parents ; and finally became great liars, 
that nobody could trust. 

They first got angry about their sports ; after 
some time they would strike and push one another ; 
before they were men, they would quarrel and 
fight in the streets; and it is no wonder they 
were at last hanged for kelling folks. 


What did Thomas first steal? What did his mother 
do? Did he steal again? What did his mother then do? 
Was she cruel? What was she afraid he would do, if 
she did not punish him? What did Thomas remember, 
when he afterwards wanted to steal? Do you think he 
ever would have been a good man, if he had not been 
punished? What should we ask ourselves about actions ? 
When we are not certain whether a thing is right, what 
should we ask? Ans. Is there any harm in letting it 
ner ? What have those 2 ale confessed, who have been 

ung? ‘ 


THE CHILD'S GUIDE. 121 


LESSON XLVI. 


FRANK LUCAS. 


Mrs. Corbon kept a village school in the State 
of New York. She had a noble mind, and wasa 
friend to all good children. One cold morning in 
the winter, a small doy came along, witha saw on 
his arm, and wanted this lady to hire him to saw. 
wood. 

She said, one of her neighbors, a trusty man, 
would like to saw the wood, and she did not wish 
to hire any body else. “Oh dear,” said the boy, 
“ what shall Ido!” “ Why, little fellow,” said she, 
“ what is the matter ?” 

He answered, “ My father is ddind, mother is 
sick, and I left my sister crying at home, for fear 
poar ’ma will die. I take care of themas well as 

can; but they have nothing’ to eat. I want to 
work, and get something for them.” oe 

Mrs. Corbon had never seen this lad before, ange 
did not know what his name was, till he told her; 
but she perceived he was a boy of uncommon 
goodness, because he was so kind to his parents 
and szster. 

He shivered very much with the cold; for he 
was but thinly dressed, and his ear locks were 
white with frost. ‘The lady asked him to come in 
and warm himself. As he sat in a chair by the 
fire, she saw the tears run down his cheeks, and 
she tried to comfort him. 

“Tt is not for myself,” said Frank, “ that I cry. 
{ don’t mind a little cold, but I can’t help thinking 

11 


“ew a 


LOO THE CHILD’S GUIDE. 


of the family at homé. We used to be very hap- 
py; but a sad change has happened in our house.” 

“Are you not hungry?” said Mrs. Corbon. 

“ Not much, ma’am: that is not what troubles 
me. [had some potato for dinner yesterday.” 
“Did you not have supper last night?” ‘No, 
ma’am.” “ Nor breakfast, this morning?” “ Not 
yet: but no matter; I shall get some by and 
by.—If I try to do well, God will protect me: 
for so my precious mother says. I believe she 
is the best woman in the world. If I did not 
think she was, I would not say so.” 

“You are a brave lad,” said the lady: “ J will 
be your friend, if you have not another on earth ;” 
and the tears sparkled in her eyes, as she gave him 
a discuzt with a piece of meat; on a small plate. - 

“ Thank you, ma’am,” said Frank; “if you 
please, I will keep them to carry home. . Don’t 
you think, ma’am, that any body will hire me. to 
saw wood ?”. 

“Yes, my dear little fellow,” she answered, “ I 
- will give you money to saw mine.” He thanked 
her again, and ran to the. wood pile to begin his 
work. The lady put on her cloak, and went out 
among her neighbors. 

She told them Frank was one of the best boys 
she had ever seen, and she hoped they would do 
something to help the little fellow to provide for 
the family. 

So they came to her house, where he was, and .. | 
one gave him a siz cent piece, another a shilling, 
and a third twenty-five cents, till they made up i 
nearly three dollars, a 


id vo ee i ey cll 


THE CHILD'S GUIDE. ip, 


They presented him a loaf of bread, part of a 
cheese, some meat and cake, a jug of milk, and 
some apples to roast for his sick mother; with a 
snug basket to put them all in; so that he had as 
much as he could carry. 

He told them he was very much odliged to them 
indeed; but he did not wish to be a beggar. He 
chose to work and pay for what he had, if they 
would det him; but’ they said he must not stay 
now. He might see to that another teme. 

“We are going,” said Mrs. Corbon, “to send 
the things to your mother; because she is such 
an excellent lady; and I should like to go and see 
her myself.” 

Frank hurried back, tugging his load, and the 
whole family cried for joy. “ Bless yout dear 
little heart,” said his poor blind father; ‘come 
here and let me get hold of you. - [hope, my son, 
you will never be unable to see the friends you 
love: but we must not complain, nor forget the 
favors we receive, because we cannot have every 
thing as we wish.” | © 

It is thirty years since this affair happened ; 
and the same Frank Lucas is now a Judge, and | 
one of the first men in the county where he lives. 
His father is dead. 

Judge Lucas is married, and now has five chil- 
dren. They go to school; and their father tells 
them, if they intend ever to be useful, they must 
learn well while they are young: if they expect 
tobe happy in this world, or the nezt, they must 
love God, honor their parents and teachers, and 

_be kind to all; and that, in this free country, the 


Re’  — res ° os 


124 THE CHILD’S GUIDE. 


way fora poor little boy to become a great and 
happy ian, 1s, to be honest, industrious, and good. 


Why did Frank want to saw wood? Was he hungry? 
What had he eaten? What did he say of his mother? 
What did the lady give him? What did he wish to do 
with it? Did she hire him to work? What did the lady 
then do? What did the neighbors give to Frank? What 
did he say to them? Were the family glad when Frank 
came home? What did Frank afterwards become? What 
did he tell his children they must do, if they wished ever to 
be useful? If they expected to be happy ? 


LESSON XLVI. 


DEFINITIONS. 


Indolent, idle, lazy. 

Flourishing, increasing. 

Comical, funny. 

Commercial, carrying on trade. 

Navigable, that may be passed in ships or boats. 


THE IDLE SCHOOL BOY. 


I will tell you about the laziest boy you ever 
heard of. He was indolent about every thing. 
When he played, the boys said he played as if 
the master todd him to. And when he went to 
school, he went creeping along, like a snaz/, with 
a satchel on hisback. The boy had sense enough; 
but he never /earned any thing—he was too lazy 
to learn any thing. . ‘a 


te 


pt | 
: 


THE CHILD’S GUIDE. 1957 


When he had spelled a word, he drawled out one 
syllable after another, as if he were afraid the syl- 
lables would quarrel, if he did not keep them a 
great ways apart. Once, when he was saying. a 
lesson in Geography, his Master asked him, “ What 
is said of Hartford?” He answered, “ Hartford 
isa flourishing, comical toni 

He meant it was “a flourishing, commercial 
town ;” but he was such a drone, that he never 
knew what he was about. When asked how far 
the Kennebec was navigable, he said it was “ navi- 
gable for boots as far as Waterville.” The boys 
all Zaughed, and the School- master icould not help 
laughing too. The idle boy color? like scarlet. 

“T say it is so in my book,” 7 e; and when 
one of the boys showed him the Geoorashy, and 
ppinthds to the place where it was said, that thd 

ennebec was navigable for doats as faras Water 
ville, he stood Swithi his hands in his pockets, and ~ 
his mouth open, as if he could not understand what 
they were all laughing at. 

_ Another day, when his.class were recip) a les- 
son from the Dictionary, he made a mistake, worse 
than all the rest. The word, A-ceph-a-lous, was 
printed with syllables divided as you see; the defi- 

nition of the word was, “ without a head. es of 

The idle boy had often been laughed at for be- — 
ing so very slow in saying his lesson ; this time 
he thought he would be very gwick and smart ; so_ 
he spelled the word before the Master had a — 
chance to put it out. And how do you think he — 
spelled it ? ; bec eles ap ie ‘ 

“ A-c-e-p-h, Aceph,” said he; “A louse with- 
out a head. ” The boys eae at him: sO much 


11* 


Ve 


THE CHILD’s Gt, 


4 about this, that he was 
e Master said, “ He wa: 


ing bees stung hi; 
| > g him out of Bob Rowley some of 


ou can easily. guess < 


had.’ His father tried ~ boy ; “ he has been out 


tion, but he would be. getting any thing to eat ; 
Was a fool, but bedarif my.rice.” 


1 
°hn 2” asked his older 


his attention to any +2 00 a cricket, and ate up 
fortune left him: j-2 2 good relish.. He scraped 
of it; and now heads and looked at the spoon, as 
hands in his pock had been more. But he put it 
rful look, and said to his mother, 
How did the laying I can do for you, this after- 
i ey of gartlons and in obedience to her he ran off 
aes. ne 2). whistling and singing as he went. 
i «Well, my dear Octavia, do not these children 
_ seem happy?” asked her mother, as they walked 
homeward. 

“Yes, ma’am,” replied the little girl; “their 
dirty dlocks seemed to amuse them as much as my 
doll does me.”’ 

“From this, my daughter, learn that God is 
good to the poor, as well as to the rich,” said her 

_ mother. “ God has ordained that every body shall 
*. be happy, who is good; and he helps every one to 
be good who earnestly w7shes to be so. 

“ Little John wanted all his dinner sadly ; but he 

. gave it to a boy who needed it more than he did. 
He put down a selfish feeling, and he encouraged 
a kind feeling; and that is the reason he is happy.” 


. 


What makes people happy? Whom did. Octa¥ia go 
with her mother to see? What were the children doing? 
Where had John been? What did he say of Bob Rowley? 

_ What did Octavia think of these children? What has God 
ordained? Whom does he help to be good? Why was 
little John happy ? 


THE CHILD’S GUIDE. 129 


LESSON XLIX. 


THERE IS NOTHING LIKE TRYING, 


Mary Jones, and her brother. Edmund, had no 
father, or mother; but they hada sester who was 
older than themselves, and who was very kind to 
them. 


She used to teach them every day, to read and — 3 


write, and to sew very prettily ; besides that, she 


wished them to learn lessons in Colburn’s Arith- ~~ 


metic. 

Perhaps some of my little readers may not have 
met with this book; and it may seem hard that 
Mary and Edmund should be desired to study any 
thing so difficult as arithmetic ; but you must re- 
member, that their sister was very kind to them, 
and, therefore, would not be likely to gzve them 
any thing to learn, which was too hard» for them. 

Edmund was eight years old, and was able to — 
answer directly to any of the first questions in 
fractions; such as, ‘“ Seven fourths of twelve, are 
how many times six?” and he had attended so 
closely to it, that he understood the proportions of 
numbers very well. 

But Mary, who was seven years old, was, lam 
sorry to say it, unable to answer, “ How many 
are two and five,” or any of those simple questions. 
She had not attended, as her brother had done ; 
and this was the reason she had not succeeded in - 
learning as well. j 

“ Sister, have you the head-ache to-day ? Your 
eyes look sick,” said Mary, affectionately. — 


130 THE CHILD'S GUIDE. 


“Yes, my dear, my head does ache; but I will 
try to teach you, notwithstanding, about your les- 
son, and, if you are attentive, I can make you un- 
derstand it in a few minutes. What is your lesson 
fonda te 

Mary’s face lengthened very much, as she an- 
swered dolefully, “It is, how many gills in a quart ? 
and, sister, I cannot find it out; I’ve been study- 
ing a great while, and I know I never shall under- 
stand it.” : 

Her sister took a slate and pencil and marked 
out a circle, which, she said should stand for a 
quart ; then she drew a line across the middle of 
it, and divided the circle into two parts. 

“One of these halves, Mary, isa pint; you 
know two pints make a quart. Now, I will divide 
this pint into two parts, and each part, you know, 
is a half a pint; in a half-pint there are two gills, 
—amake a dot for each gill—now divide the rest, 
as you have seen me do this.” 

* T cannot, sister.” 

“Well, Mary, then Iwill do it. I place a dot 
for each gi/i—now count the gills; there are 
eight. I think you understand now, Mary ?” 

“ Yes, sister, | think I do; may I take my spel- 
ling-book 2” ! 

‘Very soon—now tell me, lest you forget it, 
Mary, how many gills in a quart 2” 

“JT don’t know—I never shall learn those hard 
questions ;” and Mary looked very red,—for ‘she 
was a great deal ashamed of her inattention, while 
her kind sister had been trying to teach her. 

She looked up in her sister’s face, and saw that 
she looked very #//, and her eyes were full of tears. 


THE CHILD’S GUIDE. 131 


Mary would much rather she had spoken harshly 
to her, than to look so grieved ; and her own heart 
told her she had done very wrong to try the pa- 
tience of one who had been so good to her. 

But she did not like to say that she was sorry ; 
so she took her spelling-book, and bent her head 
over it to study very hard. 

In a little time, Edmund was ready to repeat his 
lesson: it was short, but he understood it fully, 
and answered every question readily: his sister 
kissed him, and then she said,‘‘ Mary, youremem- 
ber that littlé fan of mine with the ivory handle, 
that you like so much; if you will commit your 
lesson in arithmetic, perfectly, for a week, you shall 
have it for your own.” 

Mary did not say a word, but she hid her face in 
her spelling-book, and the tears dropped thick and 


fast from her eyes. It was a long time before she — 


could command her voice sufficiently to say, “Ido 
not w7sh for the fan.” 


“Not wish for it, Mary ? I thought you did wish | 


for it very much.” 

“T mean,” said Mary, “I wish to learn my les- 
son, to please you, and because I aught to do so,— 
and not for the sake of the fan; and I do not want 
you to give it to me, if I do get my lesson. In- 
deed, sister, I will try to learn better, if you will 
not look so sorry.” 


Her sister did not look sorry then ; but she kissed - 
Mary, and told her, if she pleased, she might come — 
and attend that moment to her arithmetic lesson, 


When the explanation was finished, Mary answer- 
ed to the question of, “How many gills to a 
quart ?”—“ Fight.” SN Re 


oe ae Sah 


te wae 


132 THE CHILD’S GUIDE. 


In a few months she understood all the myste- 
ries of her arithmetic; if at any time her lesson 
seemed too difficult, she recollected the time when 
she learned the number of gills to a quart, and 
would say, very gravely, to her brother, “ After all, 
Edmund, there is nothing like tryzng. 

I find when I really try, that I can learn any 
thing—any thing, I mean, in fractions, and. spel- 
ling ; and | remember, when I did not get my 
lessons perfectly, it was always because I was 
thinking of something beside counting. 

I was always thinking of our dlocks, and how we 
should make a temple, and put the itten inside, 
or something else that had nothing to do with the 
lesson. I tell you this, Edmund,” she concluded, 
with a dignified air, “so that you may know how 
to correct yourself if—if you should not study 
well. Come, let us go build a pagoda.” 


Did Mary and Edmund have parents to teach them ? 
Who did teach them? What did she wish them to learn ? 
What simple question could not Mary answer? Why? 
What was the lesson, which Mary thought so hard? How 
did her sister try to make her understand it? Did Mary 
attend to what her sister was saying? Was this being 
grateful? How did her sister look? What did she offer 
to give Mary if she would get her lessons well for a week? 
Would Mary take it? Why? Did she ina few months 
understand her lessons? What did she say to Edmund? 
Why did not she get her lessons before ? 

When Mary was crying, she could not command her 
voice ; what does that mean? ‘Do you commonly su:ceed 
in getting a lesson, when you study hard? When you 
are thinking about something else? What is a circle? 
Can you make one with a pencil? When Mary \woked 
digmfed, did she laugh? Cry? Look silly? What are 
pagodas? Temples in the East Indies, where Idols are 
rworshipped.-What are Idols? 


THE CHILD’S GUIDE: 132. 


LESSON L. 


DEFINITIONS, 
Solitary, having no company. 
Combat, a battle. 
Select, to pick out. 
Victim, something destroyed. 
Prey, that whisina eter by force to be devoured. 
Resemble, to be like. 


THE TIGER. dees 


The Tiger is from three feet and a half, to four 
feet high, and from eight to ten feet long. 

His shape is very much like that of the cat ; 
but his /egs are thicker, and stronger in proportion 
to his body, than those of the cat. His ears are 
small; his mouth is wide; and his: eee and 
claws are long and terrible, ei) 

The color of this animal gives him, a ‘most beau- 

ph 


184 THE CHILD’S GUIDE. 


_ tifulappearance. It is deep yellow, striped around 
the body with black. 

The Tiger is the most ferocious and blood- 
thirsty of all beasts. He is so cruel, as never to 
be contented with slaying, so long as he sees any 
living creature near him. 

His rage for destruction is such, that he does 
not eat, so long as he can have the pleasure of 
killing. Keven when he is not hungry, he delights 
in tearing other animals in pieces. 

This animal has seldom or never been so far 
tamed as to make it safe for a stranger to go near 
him, when full grown. Young Tigers have, how- 
ever, permitted dogs to live with them. 

Neither the kindest, nor the most severe treat- 
ment, has ever subdued this ferocious animal. He 
will often dite the hand that feeds him, when he is 
starving, just as soon as he will one that strikes 
him, 

In his rage, he will attack every living beast 
except the elephant and the rhinoceros, and even 
these he does not always avoid. 

He is so bold and fierce, that he does not even 
fear the face of man; but will attack the solitary 
traveller, wherever he can find him, or at.a single 
bound, select his victim from a group of men. 

The Tiger seizes his prey exactly as the cat 
does. The cat does not seize her prey by running 
it down like the dog, but she watches until the 
poor little mouse comes along, when she springs 
upon it at once. 

_. Just so the huge Tiger does. He hides himself 
where the buffalo or other animals come to drink, 


THE CHILD’S GUIDE. 135 


and when one comes zear him, he gives a bound, 
and seizes it with his terrible claws and teeth. 

It is said that the Tiger is so amazingly strong, 
that after having killed a dwffalo, an animal Jarger 
than an oz, he throws it across his back, and hold- 
ing it with his teeth, runs off, just as a fox runs 
away with a goose. 

These animals are so fierce and spiteful, that 
they never_can agree to live in peace, even among 
themselves: and hence they never run in droves, 
nor do they assist each other in their combats with 
other animals. | 

The shapes of the Tiger and the Leopard are 
very nearly alike. Their colors are also alike, 
being yellow and black. The Tiger is yellow, 
striped with black, while the Leopard is yellow, 
spotted with black. 

The size of the Tiger is much /arger than that 
of the Leopard; he is also more fierce and cruel. 
The Leopard can be tamed so as to be glad to see 
his master; but the Tiger is seldom glad to see any 
thing which he cannot tear in pieces and devour. — 

The skin of the Tiger, on account of its singu- 
lar beauty, is valuable, and sells at a high price, 
but no other part of the animal is of any use. 

If the Tiger himself, is of little use, his history 
perhaps may be useful; for we must not believe 
that any thing has been made without a good de- 
sign. 

If it should be asked, for instance, why the most 
beautiful of quadrupeds should be at the same 
time one of the most ferocious and hateful of all 
animals, in his actions, we may answer that the 
Creator, perhaps, intended to show us how little 


136 THE CHILD'S GUIDE. 


value we ought to set upon Jeauty, by thus bestow- 
ing it on the worst of creatures. 

‘In not permitting such strong and cruel animals 
to run in droves, the Creator’s wisdom, and his 
kindness towards man, are plainly tobe seen. For 
did Tigers herd together, the people where they 
live would either be destroyed by them, or be 
obliged to go constantly with gums or spears in 
their hands to defend themselves, and_ save their 
lives. 

Thus we see that the ferocity of Tigers, being 
such as not to admit of their running in droves, is 
the very means by which their causing wide de- 
struction is prevented. 


Is the Tiger as long as this room? How high is he? 
What is his shape?. Color? Is he cruel? Can he be 
tamed? How does he seize his prey? How large is a 
buffalo? Can the Tiger lift a buffalo? Do Tigers live 
in peace among themselves? What animal does the Ti- 
ger resemble in his looks? Is he spotted? Is the Tiger of 
any use? Why may we suppose so hateful an animal is 
made so beautiful? Whatshows that the Creator is wise, 
and kind to man ? When do children resemble Tigers? 


LESSON LI. 
DEFINITIONS. 


Conceited, having a high opinion of one’s self. 
Pert, bold, saucy. 

Flatter, to coax. 

Permission, leave. 

Encourage, to give courage to; to make bold. 


) 


THE CHILD’S GUIDE. 137 


THE CONCEITED BOY. 


_ When little Henry had finished his lesson, Mrs. 
Kitty came into the study, and asked her master’s 
leave to go, in the afternoon, to see her szster, who 
lived about a mile distant, and to take Master 
Henry with her. 

“You have my leave to go yourself, Kitty,” said 
Mr. Dalben; “ but as to taking Henry, I think he 
would do you no credit ; his. spirits will rise, he 
will begin to chatter, aad I fear that you will not 
check him as you ought to do.” 

“Indeed I will, Sir,” said Mrs. Kitty ; “T al- 
ways do speak to him when he is rude.” 

“ And I will be very good,” said Henry. 

“ And I will keep him out of all mischief, Sir,” 
said Kitty. 

“And I will do every thing which Mrs. Kitty 
bids me,” said Henry. 

“And I am sure little Master will be good,” _ 
added Mrs. Kitty. i 

+ And so I suppose I must give my permis- 
sion,” said Mr. Dalben; “ but I trust to you, Kitty, 
if he does not behave well, that you will never ask 
leave to take him out again.’ 

Thus the matter was settled; and as soon as 
dinner was over, Master Henr tole leave of his 
uncle, and walked off with Mrs. Kitty over the 
fields towards Mrs. Green’s cottage. 

Mrs. Green, who expected her sister, was dressed 


_ in her best gown and apron; and her two daugh- 


ters were also set forth in their best. At sight. of 
12* 2 


wy 


i38 THE CHILD'S GUIDE. 

‘Henry and Mrs. Kitty, they came out at the door, 
and gave them a hearty welcome. 

“And so, Master Milner,” said Mrs. Green, 
“this is mighty kind of you, to come so far to see 
us poor folks. Come, Master Milner, please, Sir, 
to be seated ; you must have the big chair.” 

“Nay, sister,” said Mrs. Kitty, in a whisper, 
“do not make,too much of the child; he will grow 
_ troublesome ; and master will blame me.” 

Mrs. Green, however, still kept flattering him. 
She and her daughters gave him the first and best 
at supper, till the young gentleman, by degrees, 
grew very pert, and began to chatter ata great 
rate. 

After he had talked for some time, as the party 
were sitting around the table, a large frog came 
sprawling over the little narrow walk, which ran 
from the house door to the gate. 

“ Ah!” said Kitty, “look at that frightful crea- 
ture: sister Green, I wonder you don’t clear your 
garden of those frogs! I would as soon meet a 
thief in the dark, as a frog.” 

Mrs. Green laughed, and said, “ O, they do no 
harm; why should you be afraid of thei ?” 

Master Henry now took it upon himself to show _ 
' how much he knew. “Those creatures do no 
harm,” said he; “they are of the class amphibia ; 
that is, of the third class; some of that class are 
very mischievous ; but frogs never hurt any one.” 

“ Amphibia!” said Mrs. Kitty: “what a word 
is that, Master Henry! how can you use such 
words 8)... | 

“Tt is not English, Mrs. Kitty,” said Henry, / 
“you don’t understand it, I know; but I do; it 


# 
; 


THE CHILD’S GUIDE. 139 


means the creatures who live half on land and 
half in water, as frogs and toads do.” 

Mrs. Green looked at her sister, and said, 

“ Dear me! do hear how he talks !” 

“There are szz classes of living creatures,” said 
Henry, being encouraged by Mrs. Green; “ first, 
those which feed their young ones with milk, such 
as cows, and dogs, and cats, and rats, and sheep : 
and then there is the second class, dirds ; and the 
third, amphibia ; and the fourth, fish; and the 
fifth, insects, as butterflies ; and the sixth, worms.” 

“ There, again,” said Mrs. Green, “what words 
are those to come out of the mouth of such a boy? { 
Did you ever hear the like ?” 

Mrs. Kitty was pleased that Henry should 2 
able to do himself so much credit before Mrs. 
Green; but she said, “ You know, sister, he does 
not find out these things, but that Master teaches 
him; and so you know it is no wonder, if he 
knows more than we do.” 

“QO!” said Mrs. Green, “but it is a wonder | 
how such a young creature should be able to keep 
all these things in his head, and speak them so 
properly as he does.” 


Where did Mrs. Kitty and Henry go? “What did _ 
Henry promise? How was Mrs. Green dressed? What 
did she say to Henry? Did she flatter him? What 
did he soon become? What soon came in sight? What 
did Kitty say? What did Henry? What did he say 
about the amphibia? About the first class of living crea- 
tures? Thesecond? Third? Fourth? Fifth? Sixth? 
How came Henry to know more than the: women? Was 
it right to be proud of it? Can you nam ane amphi- 
bious animal ? es 


140 THE CHILD'S GUIDE. 


LESSON LII. 
THE CONCEITED BOY’S TROUBLES. 


By this time Henry was become so conceited, 
that he could not sit still; so, having eaten and 
drank as much as he could conyeniently swallow, 
he got up, stalked about the room, and then went 
out into the garden, having been told not to go 
beyond the fence. 

The first thing he did, was, to pursue Mrs. 
Green’s ducks round Pha ohen calling out, 
“ Quack, quack, quack,” as they waddled before 
him, till they made their escape through the fence 
into the next field. 

He then espied an old owl, hid ina ¢ree. As 
soon as Henry saw him, he#began to call to him, 
making a low bow, and saying, “ Your servant, 
old gentleman ; your nose is exactly fit for a pair 
of spectacles.” 

The owl, however, being used to the human 
voice, took no notice of Henry; whereupon he 
began picking up sods to throw at him; this was 
very cruel sport. 

Being soon tired of this, he looked around again 
for something to amuse him; and seeing a ladder 
set up against the side of the house, he climbed 
up it, and scrambling along the roof, he reached 
the very highest part of it, ‘astride of which he set 
himself, and trying to fancy that the house was 
an elephant, he pretended to be driving it forward, 
as if it were really moving. _ 


THE CHILD'S GUIDE. 141 


When Mrs. Kitty was ready to go home, she 
sent her nieces to call Henry. He was mounted 
at the top of the house, and had the pleasure of 
hearing himself called for, and saw them running 
here and there to jind hin. 

Neither of them thought of looking for him 
where he really was. This pleased Master Hen- 
ry mightily, and he kicked his elephant, and rode 
away famously, in his own conceit. Mrs. Kitty 
and Mrs. Green came out, and called Master 
Henry so loudly, that they might be heard a quar- 
ter of a mile distant. 

After a while Henry called out, “O! O! Hen- 
ry Milner, where are you, where are you, Sir? 
Don’t you hear the people cadd you?” 

At the sound of his voice, the women looked up 
and said; “O, Master Milner! you little rogue! 
how you have frightened us; and how did you 
get up there?” Henry then came down, and they 
started for home. 

They took a different path from that by which 
they had come; it led them down a long, narrow 
lane, at the end of which was a little brook, which 
they were to cross by a narrow wooden bridge. : 
Mrs. Green and her daughters went witk them 
part of the way. 

Master Henry soon became very rude, and 
Mrs. Kitty grew angry, and tried to catch hold of 
the naughty boy ; but he ran down the lane, got 


upon the wooden bridge, and stood jumping upon ay 


it with all his might. 

On seeing this, Mrs. Kitty scolded, Mrs. Green 
screamed, and her daughters ran. forward ‘with all — 
speed, but all in vain. The eh bree in the 


142 THE CHILD’S GUIDE. 


very centre, and Henry came tumbling into the 
brook, bringing the bridge down wth him. 

The water was not indeed very deep, but there 
was enough of it to wet the little boy to his knees, 
as he stood up. He was not hurt, but was cover- 
ed with mad up to his shoulders. 

Mrs. Kitty was much vexed and frightened ; 
however, she and her nieces soon contrived to pull 
the little boy out of the water, and passing over 
the brook as well as they could, some of the party 
made the best of their way towards home. 

Mr. Dalben was walking in his garden, when 
Mrs. Kitty and her younger niece appeared, lead- 
ing Master Henry detween them; for Mrs. Green 
and her oldest daughter were gone back, 

The whole party were handsomely bedaubed 
with mud, and Mrs. Kitty looked rather ashamed ; 
neither was Master Henry in quite so high spirits 
as when he was explaining his sz classes to Mrs. 
Green and her daughters. 

« Why, Kitty,” said Mr. Dalben, “ what is the 
matter? Where have you all deen? Henry, my 
boy, what can you possibly have been about ? 
have you been improving your acquaintance with 
the amphibia ?” 

_ “QO, Sir!” said Mrs. Kitty, “ Master Henry 
would not mind what I said to him; and he broke 
down the érzdge, Sir; and he has been in the 
brook.” 

“ Well, well,” said Mr. Dalben, “I told you how 
it would be ; but make all possible haste now ; get 
his clothes off, and his ed warmed, and I will come 
in a few minutes with something for him to drink.” 


AS 
ya 


THE CHILD’S GUIDE. 148 


Mr. Dalben soon returned with something which 
was very bitter; Henry drank it without saying 
a word; for he knew he had behaved ill, and de- 


served punishment. 


When Henry had done eating, what did he do ? &c. 
Do you think he did right to climb to the top of the house ? 
Why? Do you think he had a comical look when he came 
out of the brook? A haughty look? What is found at the 
centre of an apple? At thesurface? Do you think Henry 
was delighted with the bitter drink? Was it delicious ? 
What will make children conceited ? 


LESSON LIII. 
DEFINITIONS. 


Generous, ready to give, bountiful. 

Convince, to make one believe by showing good 
reasons. 

Reverence, love and respect. 

Sustenance, victuals.. 

Furnished, supplied. 

Deceived, made to believe a lie. 


FIRST OF APRIL, 


Joseph and Charles were both of them blessed 
with excellent parents. Both of them attended the 
Sabbath School ; and both were good scholars. 

Charles was pleasant, affectionate and kind; 
Joseph was good, generous and just. Charles 
loved a good story: Joseph was a'lover of truth. 
The evening of first of April, Joseph asked leave 


144 THE CHILD’S GUIDE. 


to spend with his friend. His mother cheerfully 
gave him leave. 

‘‘ Charles,” said he, as he entered the door, “I 
am tired of the first of April.” 

Charles. Why, what is the matter, Joseph ? 
You don’t object, I hope, to a little fun. 

Joseph. Yes, Charles, I object to such fun as I 
have seen to-day. I object to lying. 

Charles. Why, the first of April we’re always 
allowed to fool people, and I don’t see as there is 
any harm in it. Every body does so. 

Joseph. I know that every body sins against 
God; but still, sin is wrong, and God will call us 
to account for it. Is it no harm to tell a lie? 
Besides, Charles, I can tell you things which I have 
seen to-day, that will convince you that I am right. 

Charles. Well, Joseph, I am willing to be 
convinced, if lam wrong. 

Joseph. Isaw an old gentleman riding on horse- 
back,—I should think he was sixty years old,—the 
few hairs upon his head were gray. For such men 
we ought always to feel a great reverence. The 
boys had wrapped up some sand in a paper, on the 
outside of which was written Sugar, and put itin 
the muddiest place in the road. 

The old gentleman stopped his horse, and got 
off in the mud, and was about to pick up the bun- 
dle, when my heart was touched, and I said to him, 
Sir, the boys are trying to fool you.” ‘Then all 
the boys shouted “ Apri fool,” and one of them 
wanted to fight with me for spoiling. their sport ; 
but I refused to do it, and walked away. 


Charles. .'That was really tod bad to make 
sport of such ‘fn old gentleman, tvho had done 
them no mi ar . 


THE CHILD'S GUIDE. 145, 


Joseph. There was another cruel thing that I 
saw. Some boys had taken pains to heat a horse- 
shoe very hot, and laid it upon a stone by the side 
of the road. A traveller passing along in a wa- 
gon, with his wife, saw the shoe, and got out to pick 
it up; in doing which he burnt his hand. very se- 
verely. 

The boys, at the same instant, shouted “ Apral 
fool,” which frightened the horse, so that he ran 
away with the wagon, and upset it, scattering the 
traveller’s things all along the road. The woman, 
in attempting to jump from the wagon, fell upon 
her face, and was very much znjur ed. 

Charles. That was cruel indeed. How did the 
boys feel ? : 4 

Joseph. At first they laughed: when they. ay 


the horse running, they trembled : and when the: 


woman was hurt, they were afrazd and ran away. 
I saw many other tricks, where no serious damage 
was done, but where a great many lies were told; 
and sometimes the fool came > upon the boys thom 
selves. | 

Charles. Yes, I saw one trick of that lend 
and a pretty good one too. A little boy, whose 
mother was very poor, was sent with half a dollar 
to buy flour. Several of the boys had fooled ham, 
and he thought he would have a little sport. 

He stopped at the coppersmith’s and got a hole 
bored in the half dollar, and put a string into it; 
' then laying the piece down before a store, s ‘ood 
behind the door, and when any persan attem vted 
to pick it up, he twitched it in. The. string hear 
the money was covered with dust,, Brae ae 
not be seen. a 


13 : 


(146 THE CHILD’S GUIDE. 


He succeeded in fooling a number of people in 
this way. At last, a drunken man came along, 
who understood the trick, and stepped on the string, 
and broke it, and got the money, and told the boy 
he was an “ April fool,” and spent the money in 
drinking. 

Joseph. For my part, 1am resolved never to 
play “ Apri fool” again; for I think it the worst 
kind of lying. Here we see old age made sport of ; 
human life put in danger ; a poor widow deprived of 
her sustenance ; and a drunkard furnished with the 
means of getting drink ;—all thzs, and a great deal 
more, to gratify the sport of children Now, 
Charles, who are the greatest fools, the boys who 
tell the dzes, or those who are decezved by them? 

' Charles. Weil, Joseph, 1 am of your opinion. 
{ never before knew the evils to be so great. 

Joseph. Let us both, then, set our faces against 
this vile practice. Let us do all we can to puta 
stop to it. 


What mischief was done by the boys to the traveller and 
his wife? What does the Bible say about lying? Ans. It 
says, ‘ Lie not.one to another.’ Who are the greatest fools, 
those who tell lies, or those who are deceived by them? 
Did you ever read of a little girl who told lies? Do you 
remember what happened to her? Can a person act alie? 
Is it right to make sport of old people? Are you furnished 
with books? What furnishes people with milk? 

What happened to the boy who was sent to buy flour? 
Who succeeded in getting away his half dollar?’ What did 
the man do with the money? What do you suppose 
he drank? Why do you suppose so? Would it have 
been better to throw away the money? Why? How 
many persons in the United States become drunkards every 
year? More than thirty thousand. How may you be sure 
of not becoming one ? 


Maes) tae 


THE CHILD'S GUIDE. 147 


LESSON LIV. 
DEFINITIONS. 


Mirror, a looking-glass. 
Cricket, a low stool. 
Reflect, to think. 

Deprive, to take away from. 


LITTLE TYRANTS. 


“Mary, Mary, if you behave so rude and 
don’t mend me, when I tell you to stop, I shall 
not let you go with me to-morrow to pick currants 
in that beautiful garden,” said Ellen Wilson to 
her sister, a little romping girl, four years younger 
than herself. 

Mary stopped her play of jumping from the 
table, and looking at her sister, half laughing, a 
little saucily replied, “T guess, Miss Ellen, I shall 
go; because mother has promised me; and you 
know she always performs her promises.” 

“Yes, I know she does ; but did she not add, if 
you were a good girl ?” 

“Well, you know I have been a good iil El- 
len.” 

“ No, I don’t, Mary ; for I have been trying this 
' long time to make you stop jumping from the tadle, 
and you would’nt mind me until now; and if you 
won’t mind me here at home, I shall not dare to 
take you where there are so weet ens you can 
injure by touching.” a S. ees 


148 — THE CHILD’S GUIDE. 


“ Well, Ellen, I wild mind you; I won’t jump 
there any more, ever.” | 

Ellen was a gentle and very amiable child; 
though, like all children, sometimes fond of a little 
authority. 

Mary played some time very prettily with her 
doll; but spying a new ook on the table, she took 
it, and, delighted with the pictures, refused to re- 
sign it to her sister, who said, ‘Give it to me, 
Mary; ’tis a borrowed book; and you know mo- 
ther does not allow you to have borrowed books.” 

“Well, Ellen, only let me see this one picture ; 
‘tis so pretty! - QO! here is another, prettier yet.” 

But Ellen, fearing the book would not be re- 
signed until she had seen all it contained, said, 
“ Very well, Mary, I must go to mother.” 

_ The eager little girl was so much engaged look- 
ing at the picture of a colored butterfly on the back 
of a mouse, she did not notice immediately that 
her sister had gone. As soon as she missed her, 
she put up the book, and running to the door, call- 
ed, “ Ellen, Ellen, I have put it up.” But Ellen 
did not hear ; she was in the room with her mo- 
ther. 

Mary followed, quite ashamed of herself; for 
she knew that her mother wished her to mind her 
’ sister, who was usually very gentle and kind to her. 

“Mother,” said Ellen, “ Mary has the book 
William borrowed yesterday ; and will not let me 
have it.” 

Mary entered the room while Ellen was speak- 
ing, saying, “I have put it zp, mother; but Ellen 
hurried me so.” 


“My dear,” said Mrs. Wilson, “you did very 


THE CHILD’S GUIDE. 149 


wrong not tomind your sister. She is older than 
you are, and knows better than you do what is 
proper and right; and as you did not choose to re- 
sign the book when she asked you for it, I shall not 
take the trouble of showing you all the pretty pic- 
tures it contains, and explaining them to you. 
Now you may go to your play. I trust you will 
not be so rude again.” 

“Mother,” said Ellen, “is it best Mary should 
go to that beautiful garden with me, to-morrow ? 
I know she won’t mind me ; and she may step on 
the flowers, and do something wrong.” 

“IT should be sorry to deprive her of so much 
innocent enjoyment, Ellen; but if you think you 
cannot agree together, | shall certainly keep her at 
home; though if you are kind, and don’t attempt 
to tyrannize over her, my dear, I think she would 
be a very good, obedient little girl.” 

_ Pyrannize ! Mother, I don’t know what that 
means.’ 

“Tyranny means.an unjust, unkind or cruel 
use of power. You know what power means, El- 
len.” 

“Yes, mother, the Prestdent has power; and 
you and father have power, and can reward or 
punish us. But I heard William reading some- 
thing to you about a king, who was a tyrant; can 
little girls and kings be alike ?” 

“Tf a little girl makes a bad use of all the pow- 
er she has, she will be as tyrannical as a king, who 
makes a bad use of all the power fe has. A little 
girl has but little power; so she can do bat little 
harm. ’Tis probable, if her power were bebe a 
it would increase her desire to tyrannize.” 


13* | om o | 


150 THE CHILD’S GUIDE. 


“ But, mother, I never tyrannized over. Mary in 
my life.” 

“Are you sureof that, Ellen? Perhaps you 
do not yet clearly comprehend the word ; I will tell 
you of two. little girls, though they are young la- 
dies now, the eldest of whom, I think, tyrannized 
over her sister. I was on a visit to their mother. 


LESSON LY. 
THE LITTLE TYRANTS,—AGAIN. 


One afternoon, I was writing in a room next to 
the one in which the children generally sat. Mrs. 


Norton left me, and went up stairs for something, 


leaving the door open. I was perfectly still, and 


the little girls did not know of my being near. 


* Caroline,’ said the eldest, ‘bring me that book 
on the secretary.’ j 

©O Julia, I can’t get up,’ said little Caroline. 
‘Don’t you see my lap is full ? 

I could see them both in the large mirror that 
hung opposite. ‘The dear little chubby girl was 
seated on her cricket in the corner; her white 
apron spread over her small lap; her dimpled 
hands placing her many-colored squares for patch- 
work. 

‘See, Julia,’ said she, in a beseeching tone, ‘all 
my pretty patch-work ‘that I have been so long 
laying out to baste together, will be tumbled on 
the floor, if I get up.’ % 

‘ Nonsense, said. her sister, ‘make haste; I 


u 


THE CHILD’S GUIDE, 151 
have done this volume, and want the other imme- 
diately.’ 

‘How can you be:so cross, Julia? you are do- 
ing nothing at all. “Iam sure I would not plague 
you so, for any thing.’ 

: You know, Caroline, mamma tells you’ to mind 
me.’ 

‘But I am sure she wouwld’nt, Miss Julia, if she 
knew how cross you are to me sometimes.’ 

‘There comes mother,’ said Julia, hearing her 
footsteps on the stairs ; ‘we'll see, Miss Caroline, 
if you won’t mind.’ 

The little girl jumped up and got the book. I 
saw many of her pretty squares fall on the carpet ; 
and the rest were fumbled in a heap in her lap. 
Julia took the book and began her reading again. 

Mrs. Norton’ came through the room in ee 
without noticing the big tears that dimmed the — 
bright blue eyes of her little girl; who, wiping 


them away with the corner of her apron, Heder 


her work anew witha patient sweetness, that quite » 
won my dove.” 

“OQ! mother, what a cross sister,” ait Ellen. 

“Yes, my dear, she was tyrannical. I think, 
my daughter, you understand the meaning of ty- 
ranny now. You feel that Julia tyrannized over 
_her sister.” 

“ Yes, mother.” 

“Mrs. Norton, thinking Julia, as she was so 
much older, capable of guiding her sister, and of 
_being useful to her in many ways, had given her 
power, which she abused ; and though her mother 
found it out in time to prevent its injuring the gen-_ 
tle Caroline, Julia grew up Wie a hla ‘9 se 


ey ee aaeith 


162 THE CHILD’S GUIDE. 


nize, and her manners are far less pleasing than 
her sister’s, who is now the mother of just such a 
little lively romp as Mary.” 

“ Did I ever'see her mother? Does she live in 
this town 2” 

“No, my dear, she lives a great way off; I wish 
she was near us; forI love her much.” 

“ Ellen, I will tell you how you can always have 
almost absolute power over your sister; absolute 
power means power to make her do just what you 
wish her to do,—and such power you can have 
over Mary without tyranny, and without harsh- 
ness,” 

“ How, mother 2?” 

“By being perfectly good. You think I am 
mistaken, I dare say; but if you will reflect a mo- 
ment, you will remember many times when your 
manner of asking her has been improper, your 
look impatient, and your voice too loud. T'o-day, 
my daughter.” 

“Indeed, mother! I was mot impatient to-day ; 
but waited until she had seen four pictures.” 

“T suppose you waited a moment, my dear ; but 
had you been perfectly kind, you would have 
thought how much little folks loved pictures, and 
what a temptation such a beautiful book was ; and 
instead of saying, ‘ You must not have it, Mary,’ 
you should have said, ‘It is a beautiful book, I 
know: and I will show you all the pictures as 
soon as I have done my work; but you know mo- 
ther will be displeased if you disobey her, and take 
a borrowed book in your hand.’ Don’t you think, 
if you had spoken thus, she would have resigned 
the book to you willingly ¢ °” 


THE CHILD’S GUIDE. 153 


“ Yes, mother.” 

“ But now, my dear, you have deprived her of 
the pleasure of seeing its contents. ‘Remember, 
my dear child, I give you some power over your 
sister, not merely because you are older, but be- 
cause I think you her superior ; because I think 
you capable of guiding her right, often when her 
frolicsome disposition would lead her into mis- 
chief. Is it not important, then, that you should 
always show yourself capable of guiding her by 
the patient gentleness of your manners, and 
your obedience to the commands and wishes of 
your parents ?” 

“Oh yes, mother, and I do try to be good.” 

at think you do, Ellen, and I am certain, my 
child, that you know how to apply to God for aid 
and strength, when you feel your weakness. ‘ And 


remember, you are never fit to command, until you” 


know how to obey.’” 

Ellen threw her arms round her mother’s neck. 
Her eyes were full of tears, and her young heart 
full of kind feelings. She said, “I will take Ma- 


ry with me to-morrow, mother; for I shall be so 


gentle and affectionate to her, that she will dove to 


mind me.” 

“ Keep that resolution, my dear, and you will be 
certain of her ready obedience, and an agreeable 
Visit.’ 


Does this book contain pictures? Does it contain pretty 
stories? Does enjoyment mean the same as pain? What 


is the opposite of pain? &c.—Is it probable that idle scho- 
Jars will learn much ?—Do you inerease in strength as you. " 


grow older ?—Can you mention a person who is your sw- 
pervor ?— Another? What does impatient mean? Is 1 ne 
to be tmpatient, when taking care of a ihetle sisters 


8 


nvs 
% 


154 THE CHILD’S GUIDE. 


SS 


ELS HWOOY 


LESSON LVI. 


THE RHINOCEROS. 


The Rhinoceros is about five and a half, or six 
feet high, and from twelve to fourteen feet long. 

This animal’s body is very long and large ; his 
legs are short, but thick and clumsy; his ears are 
broad, and stand upright ; his upper lip is long, and 
hangs over the lower one; his eyes-are smal! ; his 


skin lies in great folds, like a thick, stiff piece of 


cloth; his nose is long, and is armed with a great, 
strong horn; and his feet are short, ending in 
three toes each... 

The horn of the Rhinoceros is used as a weapon, 
to defend him against the ion, elephant, and other 
animals. It is so strong, that he can run it through 
a small tvee, just as easy as a boy runs an awl 
through a small stick. : 

The Rhinoceros lives on grass, and the small 
twigs of trees; he also eats thorns, sugar cane and 
all sorts of corn. 


THE CHILD’S GUIDE. 155 


He gathers his food with his upper lip, which 
ends ina poznt, and which he can stretch out a foot 
or more. 

He is a harmless beast, when let alone; but 
when attacked by other animals, or pursued by 
men, no animal is more fierce or more dangerous. 
He is so strong, and fights with so much skill with 
his horn, that even the elephant cannot master him, 
and the tiger would rather attack the elephant than 
the Rhinoceros. His skin is so thick and hard, 
that it is a good defence against the claws of the 
lion and tiger. 

The color of the Rhinoceros is a dark, bluish 
brown. He has no hair except on the tail and 
ears. 

This animal runs w/d in Asia and Africa, where 


he lives in low, muddy places, for he loves to wal- 


low in the mire like the hog. 


The Rhinoceros can be so far tamed as to be 


quiet in confinement, and to do a few things at 
his master’s bidding. But he is not a docile ani- 
mal, and under instruction behaves more like a 
pig than like any other beast. 

He is a solitary beast, and loves best to be alone. 
He seems too stupid to take any pleasure in com- 
pany, and is contented if he can wallow in the 
mire, get enough to eat, and then go to sleep. 

The Rhinoceros is said to hear uncommonly 


well. He will listen with great attention to any 


sound, which he has not often heard Jefore. Even 


while he is eating, if a drum is beat,he willraise 
his head, and hearken to ita long meer ee 


The flesh of this animal is eaten by the Indians 
and Africans, and is said by them to be excellent. 


yer ae A 


dign'® 


156 "KF THE CHILD’S GUIDE. 
i ~ 
His skin makes the hardest, and for some uses, 
the dest leather, in the world. His horn is some- 
times used by ignorant people as a medicine. 

At a single thought, it might be difficult for us 
to conclude, for what use such a huge and disgust- 
ing creature as the Rhinoceros was made ; but if 
we reflect a moment, we shall see, that in the 
country where he dives, he may bea great blessing 
to the poor negroes, who might, perhaps, starve 
without his flesh. Nor is it difficult to see that 
the Creator has been kind to this poor stupid 
beast, for He has given hima horn, with which to 
defend himself, and without which, he would easily 
be beaten to death by the elephant, or become 
the common prey of the don and tiger. 


How large is the Rhinoceros? What is his shape? 
What food does he live on? Is he a narmiess animal? 


' What is his color? Whereis he to be found? Can he 


be tamed? What makes him contented? What other 
animal does so? Can the Rhinoceros hear well? Of 
what use is he ? 


LESSON LVI. 
ANECDOTES OF THE RHINOCEROS. 


Many years ago,a Rhinoceros was sent from 
India to London, and although he was only two 
years old, the cost of his living, during the voyage, 
was upwards of four thousand dollars., He was 
fed on rice, sugar, and hay. 


Bale A 


THE CHILD’S GUIDE. 157 


He had, three times a day, seven pounds of rice, 
mixed with three pounds of sugar, besides large 
quantities of hay and herbs. This animal was of 
a peaceable disposition, and would let a person 
touch any part of its body, without being angry. 
When he was hungry, or when struck by any 
one, he became very furious, nor would he become 
zame, and mild again, until something was given 
him to eat, when he would again become innocent 
and harmless as before. 

When angry, he would spring about in a very 
strange manner, and often raise himself up on his 
hind feet, at the same time pushzng most furiously 
against the sides of his cage. His motions were 
quick, and nimble, although so stupid and lazy in 
appearance. 

Dr. Parsons, who writes the substance of the 
above account, says that he does not believe this 
creature can ever be tamed, so as to obey his 
master, and that when offended, he believes he 
would destroy every person who happened to be 
near him. 

Mr. Kolbe, who went into the country where 
the Rhinoceros lives, says that this animal, in his 
wild state, does not often attack men, unless they 
provoke him, or weara red dress. Why a red 
dress should make him angry, we cannot say; but 
on seeing it, he becomes very furious, and pursues 
after the man who has it om, and will destroy him, 
if he can. 

But Kolbe says it is very easy to escape him, — 
although he runs with great swiftness, for this beast 
cannot see any thing that is not right defore him. — 


Soy TOU ae 
di yi 
aay 


ae me 


158 . THE CHILD’S GUIDE. 


Therefore the man that he is in pursuit of, must 
stand stzJ until the Rhinoceros comes very zea 
him, when he must suddenly jump to one side, and 
then run away. The animal keeps on for a while, 


-but not seeing the man, stops, not knowing which 


way to pursue ; and thus the man has time to get 
out of his way. 

Now can we not see the goodness of the Crea- 
tor towards man, in having made the sight of this 
huge animal less perfect than that of other ani- 
mals? For, could he see all around, like the 
cow, and horse, no person could escape his fury, 
who should be purswed by him. 


Does the Rhinoceros eat a great deal? What color 
does he dislike? Is it easy toescape him? Why? 


LESSON LVIII. 


MY BROTHER, 


Who often with me kindly play’d, 
And all my little playthings made, 
My kite or ball—though still unpaid ? 
My Brother. 


Who made a sled when winter came, 
With little ropes to draw the same, 
And on:its sides carv’d out my name ? 


My Brother. 


THE CHILD’S GUIDE. 159 


Who after him my sled would tow, 
Swift o’er the ice, where’er I’d go, 
And mark’d the gliding wave below ? 


My Brother. 


Who smil’d to chase my childish fear, 
And wip’d away the falling tear, 
When the cold zce crack’d loud and near ? 


My Brother. 


And who was it that taught to me 
The seeds of learning A, B, C, 
On paper mark’d them out for me ? 


My Brother. 


Who to the school my dooks would bear, 
And Jead me o’er the bridge with care, 
And lessons find for me when there ? 


My Brother. 


Who gathered apples from the tree ? 
Chestnuts and walnuts too—for me, 
Who cheerful did all this? ’twas thee, 

My Brother. 


These joyful days have had an end ; 
But oh! to me thy kindness lend, 
And still remain my dearest friend, 


My Brother. 


And may I ever grateful be 
For all thy kindness shown to me, - 
And ne’er withdraw my love from thee, 


_ My Brother. 


Sa Ae 


16) THE CHILD’S GUIDE. 


LESSON LIX. 


DEFINITIONS. 


Splendid, very bright, showy. 

Brilliant, shining. 

Estimation, regard. 

Introduction, the act of bringing into use. 
Entertainment, provisions of the table, a feast. 
Nuisance, that which gives trouble. 
Disgusting, provoking dislike. 

External, outward. 


Raa NA 
NS GO AN Rs R 
Gp ees 
Piwa ee 


THE PEACOCK. 


- The common Peacock is about five feet long, 
the tail being three feet and a half, and the body 
one foot and a half. 
This bird is very beautiful. The head is small, 
and crowned with a crest, consisting of a few 


ee tae a To 
aay 


Aes ay 
teocé 


THE CHILD’S GUIDE. 161 


straight feathers; the neck is long and small; the 
body is of a considerable size ; the wings short, 
and the tail very large and long. 

Its colors are very splendid. The back dnd 
wings are of a slight ash color, mingled with black; 
the head, neck, and breast are greenish blue, with 
a gloss, which, in the sun, appears exceedingly 
brilliant; the eyes are set between two stripes of 
white; the feathers of the tail are a mixture of 
green, blue, purple, and gold; the bird can spread 
its tail into the form of a half circle, when it be- 
comes one of the most beautiful objects imaginable. 

Among the Romans, Peacocks were held in the 
highest estimation ; and the person who first used 
them at his table, as an article of food, became so 
celebrated on this account, that his name is known 
to this day. 

After their first introduction to the table, it soon 


became fashionable among the great men at Rome 


to eat Peacocks ; not, probably, on account of their 
goodness, but because their expense was so as to 
prevent most people from offering so costly a dish ; 


so that the man who first undertook the business — 


of fattening them for the markets, made his for- 
tune by the trade. 

In Greece, at one period, these birds were so 
highly esteemed, that the price of a pair of them 
was more than a hundred dollars of our money ; and. 
we are told, that when Alexander the Great was 


in India, he was so struck with their beauty, that 
he laid a heavy Jjine and punishment on any per- 
son who should in any manner Wand or injure 


them. 


At this time, when a pair was carried to Athens, k 
14* 


aa 


162 THE CHILD'S GUIDE, 


the rich went from all parts of Greece, for no 
other purpose than to behold so great a curiosity ; 
each person paying a certain swm for the sight. 
In what manner the Romans cooked the Pea- 
cocks, we are not informed; but at the present 


day, after the highest seasoning, their flesh is still . 


black, tough, and, when compared with that of 
other birds, but very poor eating. 

How long Peacocks were considered a delicious, 
as well as acostly article of diet, does not appear ; 
but in the time of king Francis First, of France,. 
rather more than three hundred years ago, these: 
birds were still used at the entertainments of the 
great, though they were not eaten. 

At that time, the fashion was to take off the 
skin, and then, having prepared the flesh with 
spices and salt, the skin was again drawn on, so 
that the bird appeared in full plumage, and was in 
no way injured. 

Thus fitted up for service, it was kept for many 
years, to be set on the table in full dress, on great 
occasions. At weddings and other high times, 
they filled the beak and throat of the bird with cot- 
ton and camphor, which was set on fire for the 
entertainment of the company. 

For the beauty of its plumage, few of the feath- 
ered race can compare with the Peacock. But 
this poor bird can boast of nothing but outside 
show. His voice, which is a kind of scream, is 
unpleasant, and even shocking to the ear; his legs 
are black, and so homely, that it is said he will 
never look:at them himself. He is a voracious 
eater, and devours plants, seeds, corn, and insects. 
In gardens and planted fields, he is such a nui- 


THE CHILD’S GUIDE. . 163 


sance, that his owner is often obliged to pay money 
for the damage he commits. - 

The bad conduct of this bird, therefore, makes 
him a disagreeable companion, notwithstanding his 
beauty. So that those who are well acquainted 
with him, take little notice of his dress, his charac- 
ter being a matter of much more consequence to 
them than the fine appearance of his feathers. 

Let this be a lesson to those who expect that 
beauty and external show, rather than good quali- 
ties, will gain them respect and influence in the 
world. The truth is, that personal beauty, like 
the Peacock’s plumage, after being a little while 
admired, if not combined with other charms, is 
every where soon forgotten or despised. 

Let a person be ever so gaudily dressed, and 
ever so handsome, if he is disgusting in his man- 
ners, and overbearing in his conduct, he will soon 
find himself shunned and hated by every body ; 
whereas a person of amiable and obliging manners, ~ 
if neither handsome in person, nor dressed in fine 
clothes, will always be deloved, and always have 
influence, wherever he goes. } 


How long is the Peacock’s body? Histail? Is it beau- 
uful? Are Peacocks good to eat? Why then did the Ro- 
mans eat them? Isit foolish to eat things because they 
cost a great deal of money? What would it be better to 
do with the money? What is all this bird can boast of? 
What is better for children than outside show ? 


164 THE CHILD’S GUIDE. 


LESSON LX. 


THE LAW OF GOD. 


In the State of Massachusetts, the law requires *** 
that all the instructors of youth shall “use their” 
best endeavors to impress on the minds of children 
and youth committed to their care and instruction, 
the principles of piety, justice, anda sacred regara@ 
to truth.” 

In other States, where there may be no ‘such 
law, teachers owe it as a duty to God and their 
country, to see that their pupils have a knowledge 
of these great principles. This cannot be done, 
while they are ignorant of 


THE TEN COMMANDMENTS. 


1. Thou shalt have no other gods before me. 

2. Thou shalt not make unto thee any graven 
image, or any likeness of any thing that is m hea- 
ven above, or that is in the earth beneath, or that 
is in the water under the earth ; thou shalt not bow 
down thyself to them nor serve them: for I, the 
Lorp thy God, am a jealous God, visiting the in- 
iquity of the fathers upon the children, unto the 
third and fourth generation of them that hate me ; 
and showing mercy unto thousands of them that 
love me and keep my commandments. 

3. Thou shalt not take the name of the Lord 
thy God in vain; for the Lord will not hold him 
guiltless that taketh his name in vain. 

4. Remember the Sabbath day, to keep it holy ; 
six days shalt thou labor and do all thy work ; but 


THE CHILD’S GUIDE. 165° 


the seventh day is the Sabbath of the Lord thy 
God; in it thou shalt not do any work, thou, nor 
thy son, nor thy daughter, thy man-servant, nor 
aby maid-servant, nor ‘thy cattle, nor the stranger 
~sthat is within thy gates ; for in six days the Lord 
: ~ faade heaven and earth, the sea, and all that in 
them is, and rested the seventh day: wherefore the 
Lord blessed the Sabbath day, and hallowed it. 

5. Honor thy father and thy mother: that thy 
days may be long upon the land which the Lord 
thy God giveth thee. 

6. Thou shalt not kill. 

7. Thou shalt not commit adultery. 

8. Thou shalt not steal. 

9. Thou shalt not bear false witness against thy 
neighbor. 

10. Thou shalt not covet thy neighbor’s house, 
thou shalt not covet thy neighbor’s Wife, nor his 
man-servant, nor his maid-servant, nor his ox, nor 
his ass, nor any thing that is thy neighbor's. 


What is a Jaw in Massachusetts? What is the duty of 
teachers in all places?) Why? Can you repeat the first 
commandment? The second? &c. 

[The commandments should be recited at least once a 
fortnight, till every scholar who is old enough, can repeat 
them.] 


LESSON LXI. 
A TALK ABOUT THE COMMANDMENTS. 
BETWEEN A FATHER AND His CHILDREN. 


Father. Children, how many commandments 
are there ? Aas 


wt y cy 


166 THE CHILD’S GUIDE, . 


All the children. 'Ten. 

Father. Where do you find them, Benjamin ? 

Benjamin. I do not know. 

Father. Do you know, Ann? 

Ann. In my primer. 

Father. True, they are in your primer, and 
in many other small books for children. But I 
meant to ask in what part of the Bzdle they are. 
Can you tell me, George ? 

George. ‘They are inthe 20th chapter of Exo- 
dus. 

Father. 'That is right. Are they in any other 
part of the Bible, Lucy ? 

Lucy. I believe not, Sir. 

Father. What do you think about it, James ? 

James. ‘They are in the fifth chapter of Deu- 
teronomy. 

Father. That is right, my son. They are all 
recorded together in these two places, but no where 
else in all the Bible. They are mentioned singly, 
or several of them together, in other places, some 
of them frequently. But if you want to find the 
ten commandments in ove place, you must look 
in one of these two chapters. Can you tell me 
whose commandments they a7eer who gave such 
commandments ? 

All. God. 

Father. Whom does God command ? 

George. The children of Israel. 

Benjamin. Us. 

Ann. All the children. 

James. Every body. 

Tnacy. All mankind. 

high You all answer differently 3. but you all 


THE CHILD’S GUIDE. 167 


say the truth. But, George, what made you 
think that these commandments were for the chil- 
dren of Israel ? 

George. Because, when Moses was alone with 
God in the mount, God wrote them on two tables 
of stone, and Moses carried them down to the chil- 
dren of Israel, and gave them to that people, as 
God bade him. 

‘Father. You are right. God gave them first 
to the children of Israel, and they kept them laid 
up among their sacred things from age to age; 
one generation taught them to their children, and 
they to their children, and so they have been pre- 
served among the Israelites, or Jews, to this very 
day. But, Lucy and James, why do you suppose 
that these commands are for “every body,” or 
“all mankind ?” 

Lucy. Because, all the Jewish Scriptures, 
“the law and the prophets,” make part of the Bi- 
ble; and the Bible is intended forevery “crea- 
ture under heaven,” and ministers are “to go into 
all the world and teach it.” 

Father. That is true; and is it by such means 
we have the Bible, with all its precious command- 
ments and ordinances ? ae 

Iucy. Yes, Sir. You have told us that the 
Old Testament books were preserved among 
Christians after the time of Christ, as well as those 
of the New; and that the Old Testament has been 
translated from the Hebrew into the English, and 
the New Testament from the Greek; and that 
all together make our English Bible, which we 
py been taught to read ever since we could read 
at all. 


168 THE CHILD’S GUIDE. 


Father. Yes. The sacred books were brought 
in ancient times, from the south-east part of Eu- 
rope to Great Britain; and when our fathers came 
to this western wilderness, they brought them with 
them. And now, in this land of liberty and plenty, 
almost every child may read and hear in his own 
tongue, the wonderful works of God. Now, 
James, can you tell me any other reason why 
the ten commandments are for “every body,” be- 
sides the fact that the books of Exodus and Deuter- 
onomy make part of our English Bible ? 

James. Christ and his apostles, I believe, quote 
the commandments, and speak of them as the 
commandments of God, and as binding on Jews 
and Gentiles, and all people. 

Father. They do so; and it would be a pleas- 
ing and profitable exercise, if we could refer to a 
number of such places, and read and remark on 
what they wrote. But we have no time this even- 
ing; for | want to talk with you more about the 
commandments themselves. They are indeed 
designed for all people ; for “all the children,” as, 
Ann said, and for “us,” as Benjamin said. Nowl 
want any of you to tell me, what these command- 
ments are sometimes called. 

Tucy. The decalogue. 

James. ‘The moral law. — 

George. ThelawofGod._ . 

Father. You all say right. Lucy, why are 
they called the “ decalogue ?” 

Lacy. Because there are just ten of them. 

Father. Why is that a reason for the name ? 

Lucy.- 1 do not know. 


uh eh ‘ 


THE CHILD’S GUIDE, 169 


Father. Then I will tell you. The word 
“ decalogue” means any thing which consists of 
ten words, or ten speeches ; and is derived from 
two Greek words that signify ten words. It is al- 
so called a “law,” or “the law of God,’ because 
it contains what God requires and forbids, and 
threatens punishment to those who disobey. It is 
called “the moral law,” to distinguish it from 
another which bears the name of the “ ritual, or 
ceremonial law.” That wasa law which told the 
Israelites about the sacrifices, and the holy days, 
and the modes of worship at the temple. This 
law relates to the heart and the conduct through 
every day of our dife ; and contains in a few words 
all that God requires of men, and what he forbids, 
both towards him and towards one another. 

George. Ihave been thinking, Pa, why these 
ten commandments should be called the great law 
of God; did he never give but ten commandments 
to mankind ? 

Father. Yes, my son, he has given a great 
many more. But,as.1 was just. now saying, these 
ten are the great commands, given in few words, 
so that we may easily remember them ; but in 
other parts of the Bible, they are" explained at 
greater length, and applied in a great many par- 
ticular cases. And if any body should obey these 
ten, and love them with all the heart, he could 
not hate or disobey one of all the words of God in 
the Bible. He would, like the Psalmist, “have re- 
spect unto all God’s commandments,” and to him 
“every word of God” would be pure, and lovely, 
and sweet. Our Lord Jesus even reduced the 

15 


170 THE CHILD'S GUIDE. 


number Jelow ten. Having said, “Thou shalt love 
the Lord thy God with all thy heart,” he added, 


“This is the first and great command; and the 
second is like unto it, Thou shalt love thy neigh- 
bor as thyself. On these two commandments” 


hang all the law and the prophets.” Do you think, 
children, if a man or a child loved God with all 
his heart, he could have any other gods before 
him, or worship images ? 

All. No, Sir. 

Father. If a man or a child loved every body 


as well as he did himself, could he kill ong body © 


in anger, or for money ? 

All. No, Sir. 

Father. Could such a man steal, or bear false 
testimony, or even desire to get away what be- 
longed to another ? 

All. No, Sir. 

Father. Couldachild that had such love, ever 
disobey or grieve his parents ? 

All. No, Sir. 

Father.. Now we will talk no more at present. 
‘But I want you to commit all the ten command- 
ments to memory, if you do not know them now, 
so that at another time I may see how well you 
understand them. 


THE CHILD’S GUIDE. 171 


LESSON LXIi. 


P ABOUT COLUMBUS. 

All the great and good men, who have ever 
lived, became great and good by their own efforts. 
Christopher Columbus was one of these great men ; 
and though he lived about four hundred years ago, 
and was at firsta poor boy, people now love to talk 
about Columbus, and praise him. 

He was born at Genoa, a city of Italy, in 1435. 
His father was a wool-comber, and it is likely was 
not able to let his son go to school as much as most 
boys do now. 

Mr. Irving, who has written a large book Hk oe 
Columbus, tells us that he became a good scholar 
by “diligent self-schooling,” and by studying, when 
perhaps, other boys or young men of his age were 
at play. 

Some boys, when they go to school, and have to 
learn a lesson in Geography, think it very hard, and 
cannot see of what wse it will be, to remember so 
many hard names. But Columbus loved to study 
Geography, and he thought about what he read. 

And when he had learned allthat he could from 
books, he wanted to know more about the earth. 
He did not feel satisfied with the accounts given 
of the shape of the earth. He thought it wa« round 
hike an orange, and that men could sail round it. 

Columbus wanted to try to find another contz- 
nent by going west. But he could not build a 
ship, and hike: men to help him, without money. So 


172 THE CHILD’S GUIDE. 


he applied to the sovereigns of his own country 
for acd. Butthey refused to help him. 

He then went to the king of Portugal ; and the 
king pretended to think it a foolish scheme; but 
he privately sent some ships Azmself, so that he 
might have all the honor and benefit of the voyage. ~ 
Perhaps the king was advised to deceive Colum- 
bus by his counsellors, and would have acted right, 
if they had not urged him to do wrong. But 
like most people who do wrong, he did not suc- 
ceed. Columbus soon left him, and went to the 
king of Spazn. 

The name of this king was Ferdinand, and that 
of his queen, Isabella. The queen was much 
pleased with the plan of Columbus, and she hoped 
he would find the country he expected to find. She 
persuaded the king to let him have shzps and men, 
and money; and Columbus engaged to let the 
king have most of the valuable things he might 
find. 

Before they sailed, Columbus and his men 
prayed to God, that he would take care of them, 
and give them success. They then began their 
voyage, on the 14th of August, 1492. 

On leaving sight of land, the sailors felt as 
though they had taken leave of the world. In the 
trouble of the moment, they despaired of ever 
again seeing their homes. Many of them shed 
tears. 

Columbus tried to soothe their distress, promis- 
ing them land, riches, and many other things. He 
did not do this in order to deceive them; for he 
really delieved he should fulfil his promises. 

When they had got far out into the sea, the 


THE CHILD’S GUIDE. 173 


sailors were still more afraid, and wanted to go 
back, and treated Columbus with great disrespect. 
But he persuaded them to continue the voyage a 
few weeks longer, and at length they discovered 
land. 

Their first act on landing, was to return thanks 
to God, with tears of joy. ‘They called the island 
on which they landed, San Salvador. Columbus 
soon after returned to Spain. 

The king and queen were very glad when they 
heard of the new country he had found. They 
sent him Jack again, and sent many other ships. 
They now discovered the islands which are called 
the West Indies. 

Columbus afterwards made another voyage, and 
discovered the continent, and was sent home in 
chains by those who envied him.. The ill treat- 
ment he now received afflicted him so much as to 
hasten his death, which took place in 1506. 

Columbus intended to use the vast gains he ex- 
pected from his discoveries for the relief of the 
poor, and for religious purposes. He was a good 
man. Mr. Irving says of him, “The Sabbath 
was to him a day of sacred rest; on which he 
would never sail from a port, unless in case of 
extreme necessity.” ‘His language was pure, 
and free from all gross or irreverent expressions.” 
“He has been extolled for his skill in controlling 
others, but far greater praise is due to him for 
the firmness he displayed in governing himself.” 
Now, if you would have a character like that of 
Columbus, you must imitate his good qualities. 

Where was Columbus born? How long ago? What 
was his ee How did Columbus. ecome a good scho- 


174 THE CHILD’S GUIDE. 


lar? What did he want to do? To whom did he apply 
for help? To whom next? How did the king of Portu- 
gal treat him? Was this right? Why? Of whom did 
he at last obtain help? What did queen Isabella per- 
suade*the king to do? What did Columbus and his men 
do before they sailed? How did the men feel when they 
lost sight of land? How did Columbus soothe them ? 
What does soothe mean? How did they treat Columbus 
when they had gone still farther? What did they do 
when they discovered land, and went on shore? Did 
Columbus afterwards make another voyage to this coun- 
try? Another? How was he treated then? How did 
this affect him? What did he mean to do with the gains 
he expected to make? How did he regard the Sabbath? 
What kind of language did he use?’ Do good men use 
bad language? Should you imitate good men in doing 
what is right? 


LESSON LXIIL 
DEFINITIONS. 


Revolution, a change in the government of a coun- 
try. 

Wigwam, an Indian hut. ,, 

‘Conditions, terms of agreemént. 

Royal, belonging to a king. * 

Taxes, money paid to those who govern us. 

Compel, to force. 

Declare, to tell openly. 

Palace, a king’s house. 

Particulars, the different parts. .. 


THE AMERICAN REVOLUTION. 


Before the people who came from England 
landed here, this whole country was all a wilder- 


THE CHILD’S GUIDE. 17& 


mess. No bridges were made over any of the 
streams: no roads, nor any houses, except Indian 
wigwams. There was no plough, nor hoe, nor 
spinning-wheel, nor loom, nor saw-mill, nor grist- 
mill, in this whole region. 

Thousands of deer and bears, wolves, buffaloes, 
mooses, foxes, beavers, rabbits, and other animals, 
were running wild in the woods: but with all the 
fur in the country, the Indians did not know how 
to make a single hat. 

They commonly settled near a river, for the 
sake of fish ; or by the sea-shore, where they could 
catch lobsters, and oysters, and clams. All the 
hard work was done by their women. ‘The men 
loved hunting, which they carried on with clubs, 
or bows and arrows. 

Iristead of living together like a band of brothers, 


through the whole country, they were divided into. 


small tribes, engaged half the time in war, and 
murdering each other. They were as faithful to 


their friends as the best white people; but very — 


cruel indeed to their enemies. As to reading and 
writing, these Indiawg did not know one letter 
from another ; and sé they were called Savages. 

Such was the condition of this country, when 
the first ship-load of Englishmen came to Vir- 
ginia, in 1607 ; and thirteen years afterwards, an- 
other company to Plymouth in Massachusetts. 
These people had te cut down trees, digjup stwmps 
by the roots, and.in a little time bege 
themselves houses, and then churches and school- 
houses. 

It was agreed that the king of England should 
be the king of this country; but the people here 
were to worship God in their own way, and to be 


h 
i 2 4 


m to build 


“tiegsemegy 


176 THE CHILD’S GUIDE. 


free. These conditions were writien down on 
pieces of paper, with the kine’s name signed to 
them, and given to those who settled in different 
places here in North America. These papers 
were called royal charters. The settlements made 
according to these charters, were called British 
colonies or provinces. 

For about 150 years, the colonies continued in 
this way, working hard, and suffering many evils. 
One English king after another passed away, and 
a new king was seated on the throne. In these 
American colonies, the people grew old and died ; 
their children became men and women, and took 
their places, under the samé royal charters. 

King George the Third received the crown of 
Great Britain, at the death of his grandfather. 
He had a set of men, called his ministers or coun- 
sellors, to help him contrive plans and govern his 
kingdom. ‘They attempted to make the people of 
this country pay zazes to them. Many other acts 
they did contrary to the rights of our people. 

This conduct dissatisfied the Americans. They 
said, ‘If King George can coimpel us, against our 
will, to use paper with his stdmp on it, and make 
us pay a taz for that stamp ; and if he can make 
us pay him three pence, sterling money, for each 
pound of tea we use, and which he has no right 
to; by the same rade he might take our cattle from 
us, or drive us from our farms.’ 

They said, ‘The British government has no right 
to tax this country: we have a right to be free: 
we will be free ; and we will not pay this tax.’ 

When the king and his counsellors were told 
what the mismo sai determined, they were 


THE CHILD'S GUIDE. 177 


greatly offended. Themen called the Lords, and 
others called the Commons, five or six hundred of 
them in ad/, met with the Ministers, at the parlia- 
ment-house, in London, and declared that they had 
a right to pass laws to compel the Americans to do 
whatever they sazd. 

The news of this affair came across the Atlantic 
by the first ship to this country, and our people 
began to prepare for very serious difficultes. They 
chose their wisest men to meet and agree, in be- 
half of the people, on what was proper to be done. 

These men wrote the king, saying they thought 
that the persons about his palace, whom he listened 
to, did not know the particulars of our affairs, and 
were filling his ears with very wrong stories. At 
the same time they also wrote letters to the inhabi- 
tants of England, Scotland, and Ireland, and said 
they hoped the people there would not help the 
king’s bad advisers to practise their unjust and 
cruel schemes against the Americans. 

But for fear of the worst, the colonists prepared, 
as well as they could, to take care of themselves. 

They collected powder and bullets, guns and 
swords, fifes and drums, so that ifthe king’s armies 
should attempt to kill them, or ‘chain them and 
make them slaves, they could defend themselves. 


Before the English came here, who lived here? What 
was their food?) When did the first Englishmen come to 
Virginia? How long ago? How soon after did a compa- 
ny come to Massachusetts? Who was to be king of this 
country? Were the people to be free? What king taxed 
the colonies? What did the people say? What did 
the king and his counsellors then do€ What did the 


~ 


Americans do next ? 


178 THE CHILD'S GUIDE. — 


LESSON LXIV. 
DEFINITIONS. 


Militia, men kept in readiness to defend their 
country when it is necessary. 

Devise, to contrive. 

Reign, to rule as a king. 

Colony, a company of people who leave their own 
country and move to some other one. 

Proceeding, dealing between man and man. 

Slaughtered, killed. 

Conquer, to overcome. 

Bravery, courage. 


MORE ABOUT THE REVOLUTION. 


The king’s officers and soldiers, with their red 
coais, came over in great numbers, to force us to 
submit. The British army took possession of 
Bosten, and sent a party of soldiers out about 
twenty roiles, to take the powder’and other things 
whicn the Americans had collected at Concord. 

iby the way they met with acompany of Amer- 
Wan Mulia, at Lexingt ton, paraded og the green, 

by the mecting-house. The British, fred upon 
hese, and killed eight men on the spo A num- 
ber of others were badly wounded. This affair 
uappened the 19th of April, in the year 1776. 
The war was now begun, and both parties ex- 
erted themselves with great vigor. Many bloody 
actions took place. Our people again chose their 
ablest men to meet and devise the best plans in 
their peer to proms te the American cause. 


THE CHILD’S GUIDE. 179 


This meeting of wise and good men was called 
the Congress. The first important thing they did 
was to appoint that most noble of men, George 
Washington, to be commander-in-chief of all the 
“ armies which could be raised to defend this coun- 
try. 

“hte many batiles, and great sufferings, brought — 
upon these colonies by the British troops, the Con- 
gress, at Philadelphia, determined to make a bold 
stand, in behalf of our countrymen, and to tell all 
the world what they meant to do. 

They chose five of their best scholars to draw 
up a writing, ona large sheet of paper; and in 
that writing, they said the king of England had 
done many wrongs towards the Americans: he 
had reigned over thern like a tyrant, and not like 
a father ; and they could no longer dear such 
treatment. iy 

They said that, from that time, each of the thir- 
teen colonies should be a free state: they should 
all be united to defend their rights ; they should 
form a nation by themselves, and have a govern- 
ment of their own, and make their own laws, and 
the king of Great Britain should, no longer de the 
king of this country. They ayypealed to all na- 
tions, and to. the God of heaven and earth, for 
the justice of their cause. | ; 

Fifty-six members of Corferess signed their 
names to this paper, and plegecd their lives, their 
fortunes, and sacred honor, t/o make the proceed- 
ing stand good. This w/riting was called the 
Declaration of American Inidependence. It was 
dated the 4th day of July,/ in the year 1776. 

The war now raged in/ a terrible manner, and 


G (ies wide Nas F 
ia , ee) uit ay i RN 
te) Wt “si RS ts Pe oun ht aS 


180 THE CHILD’S GUIDE. 


vast numbers on doth sides were slaughtered. 
The king of Great Britain hired, in Germany, 
17,000 soldiers, called Hesszans, to come here and 
help his men to conquer this country. 

Our people defended themselves with singular 
bravery; and, in the year 1778, Dr. Franklin, a 
learned American, went to Paris, and agreed with 
Louis XVI. king of France, to send a French fleet 
and army here, to assist in defending the United 
States. 

At the same time, a Very noble and extraordina- 
ry young manin France, by the name of La Fay- 
ette, hearing of the sufferings of the people here, 
hired a brig, and came at the risk of his dzfe to 
save them from ruin. He was made general in 
the American army, and passed through many dan- 
gers.and hurdships in our cause. He is now an 


old man, and remarkably beloved by all good 


‘When the fighting had continued nearly eight 
years, and two\large British armies had been killed 
or taken prisoners by the Americans, king George 
concluded to gixe up the contest, and let the United 
States de a natiom by themselves, as they had de- 
termined. This \var is called the war of the Revo- 
lution, because that by it the government of the 
country was changed. . ee 


See 


Who came over from! England to force the Americans 
to submit? What did Cd\ngress do? What writing did most 
of them sign? Who can\\\e from France to help the Ame- 
ricans? How long did t\he fighting last? What is this 
war called? i" 


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